Sample records for culturally responsive teaching

To be culturallyresponsive teachers, we must first have an understanding of other cultures and how students from these cultures differ from one another. As we consider the many cultures represented in our classrooms, we might also consider students with disabilities as a cultural group. Within any main culture are subgroups differentiated by…

As increasing numbers of culturally and linguistically diverse learners are enrolled in nursing programs and employed in nursing service agencies, nurse educators must be aware of their own culture and how it influences their teaching and understand the learning needs of a diverse group of learners. This article offers strategies for nurse educators for being culturally and linguistically responsive while also establishing an inclusive learning environment.

This study, in response to the achievement gap in science and the lack of significant numbers of ethnic minorities in science fields, examined the effects of a CulturalResponsiveness Workshop and intervention on teacher practice, teacher discourse, and student perceptions and connectedness to physics. The sample was comprised of three high school physics teachers---2 teaching five 12th grade sections and one teaching five 9th grade sections of physics---in two separate urban schools in the same section of South Los Angeles. My research design was qualitative and examined eight culturallyresponsive indicators that, when applied, may increase student engagement and level of connectedness in urban high school physics classrooms: (1) proximity to students, (2) the ways in which they encouraged students, (3) positive reinforcement techniques, (4) modifications for individual learning types, (5) use of children's strengths, (6) scaffolding, (7) displaying an understanding of diverse cultures, and (8) displaying a personal regard for students of diverse cultures. When the study was completed and data was collected, I identified trends in the change in teacher discourse, behaviors, instructional practice, and perceptions of student engagement. My findings, discovered through classroom observations and focus groups, indicated a positive shift in each. Accompanying these shifts were positive shifts in level of student engagement and level of connectedness. There were also the unexpected findings of the need for teachers to receive feedback in a safe collaborative space and the use of culturallyresponsiveteaching as a tool for behavioral management. My study found that there is a definite relationship between the use of the culturallyresponsive indicators observed, student engagement and student level of connectedness to physics when implemented in urban high school science classrooms.

For students to learn optimally, teachers must design classrooms that are responsive to the full range of student development. The teacher must be adaptive, but so must each student and the learning culture itself. In other words, adaptive teaching means constructing a responsive learning culture that accommodates and even capitalizes on diversity…

For students to learn optimally, teachers must design classrooms that are responsive to the full range of student development. The teacher must be adaptive, but so must each student and the learning culture itself. In other words, adaptive teaching means constructing a responsive learning culture that accommodates and even capitalizes on diversity…

Amidst the ethnic and linguistic diversity in adult English language classes, there is heightened importance to using culturallyresponsiveteaching practices. However, there are limited quantitative examinations of this approach in adult learning environments. The purpose of this investigation was to describe patterns of culturally responsive…

Culturallyresponsiveteaching and design practices flip the online classroom by creating an environment that acknowledges, celebrates, and builds upon the cultural capital that learners and teachers bring to the online classroom. Challenges exist in all phases of online course design, including the ability to create online courses that reflect…

Full Text Available Elementary classroom teachers in eight school districts across Colorado, United States, share the knowledge of their students’ home and community life, define culturallyresponsive mathematics based on the children they instruct, and give examples of how students learn math through culture in their classrooms. Findings from two interviews, classroom observations, and student artifacts reveal that teachers have an intimate cultural knowledge of the students in their classrooms, define culturallyresponsive mathematical practices consistent with research, use culturallyresponsive mathematics teaching for authentic learning, and express a need for additional professional development and curriculum support for culturallyresponsive mathematics instruction. Culturallyresponsive mathematics is important in elementary classrooms because it allows students to make personal connections to mathematics content.

This study was designed to add to the research on teachers' self-efficacy beliefs by examining preservice teachers' culturallyresponsiveteaching self-efficacy doubts. We examined the tasks that preservice teachers felt least efficacious to successfully execute and explored the reasoning behind these self-efficacy doubts. Consequently, we were…

Successfully teaching students from culturally and linguistically diverse backgrounds requires a new way of looking at teaching that is grounded in an understanding of the role of culture and language in learning.Teachers need to be familiar with constructivist views of learning,develop socio-cultural consciousnessuse instructional strategies.

The papers report the first year of two-year longitudinal study of ethnochemistry integration in culturallyresponsiveteaching in chemistry classrooms. The teaching approach is focusing on exploring the culture and indigenous knowledge in Indonesia from chemistry perspectives. Ethnochemistry looks at the culture from chemistry perspectives integrated into culturallyresponsiveteaching has developed students' cultural identity and students' engagement in chemistry learning. There are limited research and data in exploring Indonesia culture, which has around 300 ethics, from chemistry perspectives. Students come to the chemistry classrooms from a different background; however, their chemistry learning disconnected with their background which leads to students' disengagement in chemistry learning. Therefore this approach focused on students' engagement within their differences. This research was conducted with year 10 and 11 from four classrooms in two secondary schools through qualitative methodology with observation, interviews, and reflective journals as data collection. The results showed that the integration of ethnochemistry in culturallyresponsiveteaching approach can be implemented by involving 5 principles which are content integration, facilitating knowledge construction, prejudice reduction, social justice, and academic development. The culturallyresponsiveteaching has engaged students in their chemistry learning and developed their cultural identity and soft skills. Students found that the learning experiences has helped to develop their chemistry knowledge and understand the culture from chemistry perspectives. The students developed the ability to work together, responsibility, curiosity, social awareness, creativity, empathy communication, and self-confidence which categorized into collaboration skills, student engagement, social and cultural awareness, and high order thinking skills. The ethnochemistry has helped them to develop the critical self

Essays and research reports on the relationship between teaching second languages and teachingculture include: "TeachingCulture as an Integrated Part of Language Teaching: An Introduction" (Chantal Crozet, Anthony J. Liddicoat); "Primary Socialization and Cultural Factors in Second Language Learning: Wending Our Way through Semi-Charted…

This collection of papers examines what it means to teachculture as an integrated part of language from both the language learner's and the language teacher's perspectives. The 11 papers include the following: "TeachingCultures as an Integrated Part of Language: Implications for the Aims, Approaches and Pedagogies of Language Teaching"…

The article will discuss culturallyresponsive leadership theory as a means to developing pre-service Master of School Administration (MSA) students as culturallyresponsive leaders who understand and are able to bridge differences that arise in diverse educational settings. The issues explored include those related to the cultural heritages and…

In this article, the author explores how culturallyresponsiveteaching and the concept of children and place relate in the music room. The article begins with a brief explanation of both culturallyresponsiveteaching and children and place. Through the use of anecdotes and ideas to consider, this article provides elementary music teachers with…

In this article, the author explores how culturallyresponsiveteaching and the concept of children and place relate in the music room. The article begins with a brief explanation of both culturallyresponsiveteaching and children and place. Through the use of anecdotes and ideas to consider, this article provides elementary music teachers with…

Does the person become the name or does the name become the person? This question was asked by a participant of my culture jam entitled, "What's my name?" In this culture jam, I asked people to discern the name of a person based solely on their appearance and a list of possible names below their picture. This article aims to show how culture jams…

Andrea J. Stairs advocates culturallyresponsiveteaching, a practice that explicitly highlights "issues of race, ethnicity, and culture as central to teaching, learning, and schooling," and emphasizes the necessity of interrogating the themes of race, power, and privilege in the urban classroom. Stairs observes two student teachers as they…

In high school English classrooms where English language learners may be at risk of academic failure, CulturallyResponsiveTeaching can help educators build an inclusive community in which all students can improve their literacy skills.

In high school English classrooms where English language learners may be at risk of academic failure, CulturallyResponsiveTeaching can help educators build an inclusive community in which all students can improve their literacy skills.

How do you recognize an effective teacher's sociocultural consciousness? Tamara Wallace's and Brenda Brand's argument that sociocultural consciousness is the "brain" of effective culturallyresponsive instruction for students of color comes at a time when the system of teacher evaluation is being overhauled nationwide.…

In this article we explore an effort to rethink curricular decision-making with a group of public pre-K teachers working in a context of curriculum escalation and commitment to play-based pedagogy. Through a professional development program designed to support developmentally and culturallyresponsive early mathematics, we examine how teachers…

This mixed methods study examined the perspectives of developmental math faculty at a two-year technical college regarding culturallyresponsive beliefs and instructional practices. Thirteen faculty who taught the developmental class Elementary Algebra with Applications were surveyed. Nine of the 13 faculty responded. One section of Wisconsin's…

The purpose of this study was to examine how frequently adult education English for Speakers of Other Languages (ESOL) and English for Academic Purposes (EAP) teachers in Florida used specific culturallyresponsiveteaching practices and how important they believed those practices were to their teaching. Using Ginsberg and Wlodkowski's…

Thirteen urban educators teaching from 1st through 12th grade selected from 7 cities across the United States were interviewed in this qualitative research study to determine if the classroom management strategies they use reflect the research on culturallyresponsiveteaching. Participants revealed using several management strategies that reflect…

The purpose of this study was to examine how frequently adult education English for Speakers of Other Languages (ESOL) and English for Academic Purposes (EAP) teachers in Florida used specific culturallyresponsiveteaching practices and how important they believed those practices were to their teaching. Using Ginsberg and Wlodkowski's…

Full Text Available In recent years, many international students from different parts of the world have been studying at Turkish universities, which creates a multicultural educational setting. Due to the multicultural educational setting, English has become the most widely used language for exchanging and sharing knowledge, therefore many international universities in Turkey put a great emphasis on English language education and offer English preparatory courses to students. In order to succeed at better language education, universities employ native English instructors to provide a richer language experience with cultural components embedded in language content. In this qualitative case study, cultural reflections of native English instructors at a Turkish university were investigated. Individual and focus group interviews were data sources for the study. Findings indicated that culturalresponsiveness was considered to be constructed through time, and a necessity of orientation process was emphasized. However, the native instructors’ presumptions cause intolerance and underestimation of the host culture. In addition, educational issues and students’ misbehaviors, such as cheating and calling their instructors by their first name, were attributed to cultural background of the students.

This article presents a teaching strategy for group work that enhances the social justice consciousness of course participants by increasing their knowledge of their own cultural identity, worldview, acculturation, privilege, and oppression to improve their culturalresponsiveness and understanding of social justice issues. The focus is on group…

Telling stories from secondary and college English classrooms, this book explores the new possibilities for teaching and learning generated by bringing together reader-response and cultural-studies approaches. The book connects William Shakespeare, Charles Dickens, Mark Twain, and other canonical figures to multicultural writers, popular culture,…

Culturalteaching is an issue which is associated with complexity and paradox and also it is a big challenge for faculty. Teachingculture through films has become an important way of cross-culturalteaching This paper focuses on the reasons for teachingculture through films, the value and how it works. And finally it leads out the prospects of culturalteaching through films.

The purpose of this study was to explore whether teacher characteristics such as teacher quality, skills in teaching English language learners (ELLs), knowledge of second language acquisition, and attitudes towards ELLs impacted teachers' perceived importance and reported use of culturallyresponsive practices within their classrooms. The numbers…

In the United States, there is a need for pedagogical tools that help teachers develop essential pedagogical content knowledge and practices to meet the mathematical education needs of a growing culturally and linguistically diverse student population. In this article, we introduce an innovative lesson analysis tool that focuses on integrating…

In the United States, there is a need for pedagogical tools that help teachers develop essential pedagogical content knowledge and practices to meet the mathematical education needs of a growing culturally and linguistically diverse student population. In this article, we introduce an innovative lesson analysis tool that focuses on integrating…

There is a natural relationship between culture and language. Language reflects how the people of a nation form the unique way of life and the way of thinking. Therefore, English teaching necessarily involves cultural education as well. This paper analyzes the influence of social culture in English teaching and tries to set up a principle of teaching English culture.

Full Text Available Nazi Culture would seem at first to be a very esoteric subject to teach to the rather practical-minded and not very cosmopolitan students of a northern New Jersey state college. But of course it is really a distancing technique, a Verfremdungseffekt a la Brecht. Teaching fascism is not really teaching fascism per se, but an angle for teaching capitalism and socialism. And teaching Nazi culture is an angle for teaching some of the purposes of capitalist ideology.

In the art classroom--where art, identity, and culture are inextricably linked--racially and culturallyresponsiveteaching play a critical role in how teachers interact with students and ultimately how students themselves come to understand cultural diversity, social inclusion, and antiracist behaviors. It is important that teachers understand…

Motivation to teach is essential to educating all children in the public schools. This study examined the anticipated self-determination of pre-service teachers to teach in classroom settings that varied in the ethnic and racial composition of the students in the classes. Additionally the culturalresponsiveness of participants was measured to…

This study presents a pedagogical framework to inform culturallyresponsiveteaching in a Yukon First Nations community. The paper describes the community-based processes used to develop the framework, and presents accounts from teachers who have used the framework to inform their teaching. Preliminary indications of the adjusted teaching…

Culture and language have close relation and are combined together . So teaching language is a process of teachingcultural knowledge . And teaching language is not perfect without teaching the factors of culture.

Wallace and Brand's framing of culturallyresponsive science teaching through the lens of critical race theory honors the role of social justice in science education. In this article, I extend the discussion through reflections on the particular learning needs of students from oppressed cultural groups, specifically African Americans.…

Full Text Available Japanese popular culture has arrived on American college campuses as never before. Student interest in Japanese manga (comic books, anime (animated films and television shows, and video games drives much of the enrollment in Japanese courses and Japanese majors and minors. In response to student interest, as well as the establishment of popular culture as a topic of serious academic scholarship, the demand for courses on Japanese popular culture has never been higher. Yet the number of scholars specializing in the study of popular culture is still relatively small. This can potentially create problems, as faculty teach outside their expertise, and perhaps face an uncomfortable situation in which the students know more about the topic than the professor. In this article, I will offer some suggestions and advice for faculty creating a popular culture course for the first time, based on my experiences teaching undergraduates at the University of Notre Dame. The course I developed reflects my background in Japanese literature and film, and is but one example of many possible approaches to the topic. The sample syllabus and list of resources at the end of this article provide citations for all text and media sources mentioned.

T.A.L.E.S., Teaching And Learning with Engaging Stories, is an alternative teaching method that focuses on enhancing learning by teaching science, math, ELA, and social studies through story. A six-week research study investigating socioeconomically disadvantaged students' responses to oral stories was conducted during an afterschool tutoring…

John Settlage's article— Counterstories from White Mainstream Preservice Teachers: Resisting the Master Narrative of Deficit by Default—outlines his endeavour to enable pre-service teachers to develop culturallyresponsive science teaching identities for resisting the master narrative of deficit thinking when confronted by the culturally different `other.' Case study results are presented of the role of counterstories in enabling five pre-service teachers to overcome deficit thinking. In this forum, Philip Moore, a cultural anthropologist and university professor, deepens our understanding of the power and significance of counterstories as an educational tool for enabling students to deconstruct oppressive master narratives. Jill Slay, dean of a science faculty, examines her own master narrative about the compatibility of culturally similar academics and graduate students, and finds it lacking. But first, I introduce this scholarship with background notes on the critical paradigm and its adversary, the grand narrative of science education, following which I give an appreciative understanding of John's pedagogical use of counterstories as a transformative strategy for multi-worldview science teacher education.

ach culture in English education.This paper expounds the connotation of culture and language, points out the reasons of cultureteaching in English education, and raises some suggestions and methods on English cultureteaching.

Visual culture is a hot topic in art education right now as some teachers are dedicated to teaching it and others are adamant that it has no place in a traditional art class. Visual culture, the author asserts, can include just about anything that is visually represented. Although people often think of visual culture as contemporary visuals such…

Cultureteaching has been considered to be a very important element in foreign language teaching.Since English has become an international language,this paper mainly talks about the relationship between culture and English teaching.There are three parts in this paper: I. The role of culture in English teaching;Ⅱ.Cultureteaching methods in the English classroom;Ⅲ.A danger in teachingcultures in English class.

In this study student teachers in an elementary education program took part in a book study, "From Rage to Hope", on culturallyresponsiveteaching. Interns critically reflected on their practice and began making changes based on practical strategies from the book. Four themes of learning and change emerged in intern written reflections: Project…

, including a student-centered task-based problem-based learning (PBL) approach, a digital technology-supported approach and more. It also reports on how, when teaching and learning culture, teachers’ professional identity and the informal teaching and learning environment impact the teaching and learning......Book description: This book is based on educational research conducted by researchers from the Department of Learning and Philosophy and the Confucius Institute for Innovation and Learning at Aalborg University. Empirically, it reports on different approaches to teaching and learning of culture...... of culture in different educational settings from primary school to university. A central theme in the book is the power of context. The studies illustrate in multiple ways, and from different angles, that “culture is not taught in a vacuum or learned in isolation”, but may be influenced by many factors both...

Wallace and Brand's framing of culturallyresponsive science teaching through the lens of critical race theory honors the role of social justice in science education. In this article, I extend the discussion through reflections on the particular learning needs of students from oppressed cultural groups, specifically African Americans. Understanding the political nature of education, I explore the importance of transforming science education so that it has the capacity to provide African American students with tools for their own liberation. I discuss Wallace and Brand's research findings in relation to the goal of liberatory education, and offer ideas for how science educators might push forward this agenda as they strive for culturallyresponsiveteaching with oppressed student groups.

inside and outside the classroom; at the same time, culture also influences the context of the learning. The context may be “invisible” and hide itself as tacit knowledge or embedded values, or it may be very visible and present itself as a fixed curriculum or an established tradition. No matter what......, including a student-centered task-based problem-based learning (PBL) approach, a digital technology-supported approach and more. It also reports on how, when teaching and learning culture, teachers’ professional identity and the informal teaching and learning environment impact the teaching and learning......, but instead, should explore how the context may be integrated into and used constructively in the teaching and learning of culture. This allowance of context in the classroom will allow for teachers, students, subjects and contexts to enter into a dialogue and negotiation of meaning that will enrich each...

An institutional culture that values teaching is likely to lead to improved student learning. The main focus of this study was to determine faculty, graduate and undergraduate students' perception of the teachingculture at their institution and identify indicators of that teachingculture. Themes included support for teaching development; support…

Full Text Available Previous research has shown that beginning teachers are capable of adapting their practice to the needs of ethnically diverse pupils. This paper investigates the possibility that such teachers were developing their practice into what I have termed culturally adaptive teaching. A variety of methods were used to collect qualitative data that focused on the perspectives of teachers in schools across Yorkshire and Humberside, (UK over the course of an academic year. The framework for culturallyresponsiveteaching (CRT was used as a lens through which to analyse the data collected. It enabled findings to emerge that took the framework beyond that of CRT, to one of culturally adaptive teaching. Teachers continually adapted their practice, in terms of cultural sensitivity, to better meet the needs of their pupils. If we can apply this framework and support beginning teachers to help them understand issues of cultural diversity in the classroom, we might be able to engender a real systematic change in teaching for the benefit of pupils.

In foreign language education, the teaching of culture remains a hotly debated issue. What is culture? What is its relation to language? Which and whose culture should be taught? What role should the learners' culture play in the acquisition of knowledge of the target culture? How can we avoid essentializing cultures and teaching stereotypes? And…

Preparing in-service and pre-service teachers to effectively work with culturally diverse students is an ongoing challenge for schools and universities alike. This article reports on a University-Professional Development School (PDS) initiative designed to enhance an awareness of culturallyresponsive pedagogy. This article describes a yearlong…

Complex social, racial, economic, and political issues involved in the practice of teaching today require beginning teachers to be informed, skilled, and culturallyresponsive when entering the classroom. Teacher educators must educate future teachers in ways that will help them teach all children regardless of language, cultural background, or prior knowledge. The purpose of this study was to explore the extent to which culturally and linguistically diverse (CLD) novice teachers described and demonstrated culturallyresponsiveteaching strategies using their students' cultural and academic profiles to inform practice in science and mathematics instruction. This qualitative exploratory case study considered the culturallyresponsiveteaching practices of 12, non-traditional, Latina/o students as they progressed through a distance-based collaborative teacher education program. Qualitative techniques used throughout this exploratory case study investigated culturalresponsiveness of these student teachers as they demonstrated their abilities to: a) integrate content and facilitate knowledge construction; b) illustrate social justice and prejudice reduction; and c) develop students academically. In conclusion, student teachers participating in this study demonstrated their ability to integrate content by: (1) including content from other cultures, (2) building positive teacher-student relationships, and (3) holding high expectations for all students. They also demonstrated their ability to facilitate knowledge construction by building on what students knew. Since there is not sufficient data to support the student teachers' abilities to assist students in learning to be critical, independent thinkers who are open to other ways of knowing, no conclusions regarding this subcategory could be drawn. Student teachers in this study illustrated prejudice reduction by: (1) using native language support to assist students in learning and understanding science and math content

Teaching world cultures in the middle-level geography classroom presents challenges both because of the complexity of culture and because of the characteristics of students of this age. One effective way to teach about a culture is through the use of cultural artifacts. This article discusses how to collect and use cultural artifacts in the…

For five years I have supervised a summer literacy camp that connects graduate education majors with students from diverse ethnicities. Each summer I noted I inadequately challenged the education majors to extend their knowledge, examine their attitudes, and expand their abilities to offer culturallyresponsive literacy instruction to students in…

The goal of English teaching is to have students master the English language as well as foster their cultural awareness,which will serve the communicative goal of language.However,many teachers of English now ignore the goal of the new curriculum and pay much attention to the language points and grammar while neglecting cultureteaching.This essay concerns the problem of lacking cultureteaching and the im-portance of cultural knowledge or information input in English teaching in senior school,in order to improve and perfect English teaching.

The research of cultureteaching in ELT refers mainly tothree aspects: the necessity to teach, what to teach and how toteach. This article reviews briefly the process of development ofcultural studies and introduces the relation between culture andELT, indicating the importance of cultureteaching in ELT inChina. It also states the contents of cultural communicationinformation, analyses some pragmatic errors that may appear,and further expounds that the final objective is to achieve thelanguage acquisition of English-learners through cultureteaching. In the early stage of language teaching, under theinfluence of formalism and structuralism, cultural studies wererestricted to the edge of English language teaching, and theresearch of linguistics and literature developed respectively intwo relatively parallel lines. Later, anthropology and sociologybegan to influence linguistic theory and language teaching.Since the 1990s, cultural studies have been discussed morefrequently, and there is regained interest and understanding inEnglish language teaching and research. Our English languagecurriculum has especially accepted cultureteaching as one of theobjectives in language teaching.

The authors examined the effects of inquiry-based teaching by undergraduate preservice teachers in an elementary school composed of low-income Hispanic children for whom English was a second language. Initially, focus was an analysis of preservice teachers' use of best practices for teaching social studies content to English Learners (ELs). The…

The authors examined the effects of inquiry-based teaching by undergraduate preservice teachers in an elementary school composed of low-income Hispanic children for whom English was a second language. Initially, focus was an analysis of preservice teachers' use of best practices for teaching social studies content to English Learners (ELs). The…

Language is closely related to culture. Language expresses and embodies cultural reality, in the meantime, culture exerts enormous influences on language. Therefore, language learning is often culture learning. The author, based on the negligence of cultureteaching in English language classes, illustrates the influences of cultural knowledge on reading, translating and intercultural communicating, and proposes suggestions on cultureteaching in English language teaching (ELT).

This paper argues that cross -cultural communication between Chinese and Foreigners often runs into trouble. Some factors which block communication lie in culture - governed structures of language. In view of the fact that the cultural messages are reflected in people' s daily use of language, culture dements should not be overlooked in FLT. This paper attempts to explore the ways of including cultureteaching in the language classroom.

It's obvious that the teaching situation and teaching methods used in English Language Teaching (ELT) in China need to be changed to involve culture instead of language knowledge only. To further explain the importance of cultureteaching, teachers need to know to what extent cultural background knowledge influences language learning and teaching,…

The goal of language teaching is to enable students to communicate in target cultural context, so improving their cultural creativity becomes essential. Cultureteaching in college English teaching serves not only to develop students’ linguistic ability, but also to increase their cultural creativity. College teaching must provide students with the opportunities to learn to know, learn to do and learn to interact.

Full Text Available In foreign language education, the teaching of culture remains a hotly debated issue. What is culture? What is its relation to language? Which and whose culture should be taught? What role should the learners’ culture play in the acquisition of knowledge of the target culture? How can we avoid essentializing cultures and teaching stereotypes? And how can we develop in the learners an intercultural competence that would shortchange neither their own culture nor the target culture, but would make them into cultural mediators in a globalized world? This paper explores these issues from the perspective of the large body of research done in Australia, Europe and the U.S. in the last twenty years. It links the study of culture to the study of discourse (see, e.g., Kramsch 1993, 1998, 2004 and to the concept of translingual and transcultural competence proposed by the Modern Language Association (e.g., Kramsch, 2010. Special attention will be given to the unique role that the age-old Persian culture can play in fostering the cultural mediators of tomorrow.

@@ Ⅰ.What Is Culture In 1871,in his classic book Primitive Culture,British anthropologist Edward Tylor first gave the definition of culture which is widely quoted: "Culture…is that complex whole which includes knowledge,beliefs,arts,morals,law,custom and any other capacities and habits acquired by man as a member of society".

This article seeks to characterize culturallyresponsiveteaching; consider how it differs from other pedagogical approaches in music education informed by culture, such as multicultural music education; and offer ideas for making the general music classroom more culturallyresponsive.

This article seeks to characterize culturallyresponsiveteaching; consider how it differs from other pedagogical approaches in music education informed by culture, such as multicultural music education; and offer ideas for making the general music classroom more culturallyresponsive.

This study examines how traditional ecological knowledge—TEK—can be identified and utilized to create culturallyresponsive science learning opportunities for Maya girls from a community in the Guatemalan highlands. Maya girls are situated in a complex socio-historical and political context rooted in racism and sexism. This study contextualizes the current situation of Maya women and girls in Guatemala and emphasizes the important need for educators to create science-learning opportunities that are culturally congruent. The author posits that when considering how to make the teaching and learning of science culturallyresponsive for Maya girls, educators must begin with the scientific knowledge inherent within Maya communities. Indigenous communities have a wealth of TEK that can be used to contextualize science curricula that can be purposely designed to meet the nuanced cultural needs of traditional Maya girls within and outside Guatemala.

Language is not only part of culture, but also the carrier. The relationship between them decides the important role of cultureteaching in language teaching. However, some problems still exist in college English teaching. For example, classroom English teaching time is not enough for cultureteaching; English learners’native language thinking has negative transfer in the target language learning, etc.. In order to solve these problems, this paper tends to discuss whether English teaching should put an emphasis on Big-C Culture or Little-c Culture.

Background/Context: Many scholars in the fields of teacher education, multicultural education, and bilingual education have argued that children of recent immigrants are best served in classrooms that have teachers who understand the cultural background and the home language of their students. Culturally knowledgeable and responsive teachers are…

Examined the development of teaching skills in older siblings responsible for teaching their younger siblings to become competent members of their culture among children from a Zinacantec Maya village in Chiapas, Mexico. Found that by age 4, children took responsibility for initiating teaching situations with their younger siblings, and by 8,…

This paper makes an analysis on the Cultural difference in the teaching. Culturaldifference can be reflected in many aspects in the teaching, so the foreign language teachersshould fill their course with cultural factors.

The status of culturalteaching and the relationship between language teaching and culturalteaching have been an issue of supreme significance.In the past half century,an increasing number of well qualified teachers of foreign languages realized that the culture which is closely related to the target language should be an integrated part of language teaching.Scholars and teachers have reached a consensus that inclusion of culture

Language is closely connected to culture, which is a presentation of culture. College English teaching is not just the language teaching, the cultural introduction is also essential. The paper puts forward the concrete application of culture introduction in college English class through analyzing the importance of culture introduction. It is helpful to change students’ lower cultural quality and poor communicative competence. It is conducive to have a clear understanding of English culture and improve students’ English integrated applied abilities and communication skills.

Language is the carrier of culture .Culture is the essence of language .However , most Chinese English teaching seriously lacksthe diverse English culture acquisition .The main topic of this essay is to point out the lexicon differences between English and Chinese languagesand then is about the application of cross -cultural knowledge in English teaching .

Learning a language is much more than learning its vocabulary and grammar rules, but also culture, and every culture in each nation has distinct characteristics that made it different from every other culture. This thesis begins with the relationship of language and culture, then analyses the present situation of culture-introduction in the English teaching, explains and points out its necessity and great significance, further puts forward some effective ways of culture-introduction in the English teaching.

Language is an important carrier of culture while culture is embodied by language.These two factors correlate with each other closely.The question"Should we teachculture Mong with English"is what we are focused on here.This essay attempts to define the notion of culture,to explore the relationship between language and culture,and to aim at leading to the conclusion that we should teachculture Mong with language in the EFL classroom.

语言是文化的载体,是文化的一面镜子,二者是相互依存的关系,学习语言离不开文化环境.许多教师在英语教学中,没有充分意识到不同的语言代表不同的文化,在很多情况下,只重视语言技能的训练,而忽略了文化意识的渗透.实际上,学习一门语言,不仅仅是掌握一套语法规则,积累大量词汇,通过各种级别的考试,而是以语言为桥梁,获得交际能力,以吸取不同文化背景的知识及信息.这样才能实现以提高学生交际能力为最终目的的教学;所以作为高校英语教师,我们应该提高文化意识,同时利用多样的教学手段和方法培养学生的文化意识,使其获得跨文化交际的语言能力.%Language is a part of culture and plays a very important role in it. On the other hand, language is influenced and shaped by culture; it reflects culture. Language learning can't be separated from cultural situation. In language teaching, a lot of teachers can't realize that different languages stand for different cultures, they often focus on the"usage"of language and ignore the"use"of language. In fact, their teaching has become a kind of training of linguistic skills. Thus the cross-cultural communication ability as the ultimate teaching objective will be difficult to be realized. As foreign language teachers, we should raise cultural awareness and as well facilitate students' cultural awareness by various strategies and methods and improve their communicative ability.

This article discusses the role of culture in language teaching and provides activities for introducing culture in the classroom, focusing on teaching context and methodology to integrate culture. The authors outline five activities that can be adapted to the language level and interests of students. Instructions for each activity include language…

Te Kotahitanga is an educational reform project in Aotearoa/New Zealand demonstrated to have significantly impacted the participation, achievement, and retention of indigenous Maori students in secondary schools. In this paper, I share results from a study of culturallyresponsible mentoring at 4 different schools participating in the Te…

Language is the carrier for spreading culture. Only after understanding the cultural connotation in language, can students master a foreign language to great extent. However, in our English teaching, teacher only focuses on linguistic forms rather than English countries' society or culture. Due to this kind of English teaching, students may misunderstand the connotative meaning of the whole sentence and fail to communicate with people from different culture in real communication situation. Based on the relationship between culture and language teaching, the paper discusses the problems caused by ignoring the impacts of culture in English teaching and continues to present some practical methods of inputting cultural background knowledge in English teaching so as to foster students' communicative competence.

Language and culture are closely related to each other. From the aspect of language as the semiotic system, language is the carrier of culture and culture is the entailment of language .The language of any nation bears the deep content of its culture .It can be said that language is the reflection of a nation's culture .Therefore the learning of a language must be connected with the acquisition of the corresponding culture. In the English classrooms English teacher should teach the language and the culture as well. This paper deals with both the cultural contents to be taught and the principles of teaching them in the English classrooms.

With the passage time, China has been playing a increasingly important role in world stage, so what a current college English classroom needs is not a mere mastery of English language, but an overall understanding of target culture. In order to at-tain this goal, analysis concerning the current situation of target culturalteaching in college English teaching classroom should be done, and suggestions about target culturalteaching in college English teaching classroom should be put forward. By doing so, students will not only improve their linguistic competence, but also will enhance their inter-cultural performance.

Introduces this special issue of the journal on context and culture in language teaching and learning, as well as each of the articles, most of which were contributions to a conference. The origins of this topic lie partly within theory and practice of language teaching and partly in response to the recognition of the social and political…

The cultural education has various influences for the English language teaching, Therefore, the teachers should pay much attention to the dissemination of cultural knowledge to the students. This thesis starts with the definition of culture. And then it analyzes the cause from the cultural education. We can have a thorough understanding of the cultural education from different angles to interpret the cultural education. The conclusion part of the paper, it illustrates explicitly the relationship between English. It starts with the function of English on the science technology, at last, the paper has a general conclusion of the content, focusing on the cultural education in English language teaching.

Language is closely connected to culture,which is a presentation of culture.College English teaching is not just the language teaching,the cultural introduction is also essential.The paper puts forward the concrete application of culture introduction in college English class through analyzing the importance of culture introduction.It is helpful to change students’lower cultural quality and poor communicative competence.It is conducive to have a clear understanding of English culture and improve students’English integrated applied abilities and communication skills.

As an English language teacher with years of teaching experience, I have gradually recognized this fact that foreign language instruction and its vocabulary learn/rig should be closely combined with learning the knowledge of cultural contents of target language. Unfortunately, only a small number of teachers realize that teachingculture is very

Based on the assertion that language and culture study are best brought together when the teacher is effective in the affective as well as cognitive and skills domains, teaching strategies and activities are presented that combine specific teaching techniques and ideas with other human and cultural resources in and out of the classroom. Chapters…

Business English teaching is inseparable from cultureteaching. Cultural awareness is of great importance in English teaching and learning. In order to improve students' communicative ability in business, we should attach importance to develop students' cultural awareness.

Language and culture are highly interrelated, that is to say, language is not only the carrier of culture but it is also restricted by culture. Therefore, foreign language teaching aiming at cultivate students' intercultural communication should take culture differences into consideration. In this paper, the relationship between language and culture will be discussed. Then I will illustrate the importance of intercultural communication. Finally, according to the present situation of foreign language teaching in China, several strategies for cultural input in and out of class will be suggested.

Cross-cultural communication competence is very important for the students who study English as a second language. In order to teach effectively.the teachers may try to teach with cross-cultural simulations.The au- thor Of the article uses 5 simulations in the course of New Horizon College English.Although the sample size in this research is small,the author shows the ideas that cross-cultural awareness is related to communication competence and teaching with cross-cultural simulations helps understanding.

With the development of the cross-cultural communication,more and more people have recognized the interaction between language and culture.Each culture has its own characteristic and is different from one another.Because of cultural differences,difficulties often arise in communication between different people.In China,English is taught as a foreign language.Both teachers and students should be aware of the differences between eastern and western culture in their teaching and study.

Language is a part of culture, and plays a very important role in the development of the culture. Some sociologists consider it as the keystone of culture. They believe, without language, culture would not be available. At the same time, language is influenced and shaped by culture, it reflects culture. Therefore, culture plays a very important…

@@ Language is a part of culture and plays a very important role in it.Some social scientists consider it the keystone of culture.Language and culture evolved together and have been mutually development through their history.The rise of civilization and the development of writing exhibit the same kind of mutual dependenee.Much of the recent work has revealed that language is related to cognition,and cognition in turn is related tO the cultural setting.1 would like to put forwards three principles to teachculture in English language teaching.Now I gladly have the opportunity to exchange my view with you.

Culture awareness has become an important focus of modern language education, a shift that reflects a greater awareness of the inseparability of language and culture, and the need to prepare students for intercultural communication. The paper reports on an ongoing study into the presence and status of cultural understanding in EFL teaching. In…

In humans, cultural transmission occurs usually by cumulative inheritance, generating complex adaptive behavioral features. Cumulative culture requires key psychological processes (fundamentally imitation and teaching) that are absent or impoverished in non-human primates. In this paper we analyze the role that teaching has played in human cumulative cultural evolution. We assume that a system of cumulative culture generates increasingly adaptive behaviors, that are also more complex and difficult to imitate. Our thesis is that, as cultural traits become more complex, cumulative cultural transmission requires teaching to ensure accurate transmission from one generation to the next. In an increasingly complex cultural environment, we consider that individuals commit errors in imitation. We develop a model of cumulative cultural evolution in a changing environment and show that these errors hamper the process of cultural accumulation. We also show that a system of teaching between parents and offspring that increases the fidelity of imitation unblocks the accumulation and becomes adaptive whenever the gain in fitness compensates the cost of teaching.

Remember the time when you had a teacher in front of a blackboard endlessly talking, sometimes in a rambling way to students? Those days are gone. This project is a proof of that and aims at palliating students’ boredom. Interactive Teaching Materials across Culture and Technology (INTACT) intends to present an alternative way in the teaching paradigm as it intends to be a resourceful tool in the teaching/learning process. Both teachers and students can work together coopera...

This article proposes a theoretical framework for teachingculture through language that suspends the traditional dichotomy between the universal and the particular in language teaching and embraces the particular as a platform for dialogue and as a common struggle to realign differences. (30 references) (Author/CK)

Despite years of training, teaching experience, reading professional literature, attending conferences, and learning from expert colleagues, when it comes to the teaching of culture, the author wishes she knew more answers to many critical questions. Her questions are framed by the basic questions that all curricula seek to answer: WHAT is the…

Regardless of different points of view, culture has taken an important place in foreign language teaching and learning studies. It has been widely recognized that culture and language is used as a main medium through which culture is expressed. However, “pure information” is useful but does not necessarily lead learners’ insight; whereas the development of people’s cultural awareness leads them to more critical thinking. Most frequently confronted that students to a great extend know the rul...

Language is an important part of culture,each language belong to a certain culture.Language and culture are interdependent from each other.So,language teaching must be concerned with teaching the culture which it belongs to.Language teaching should pay more attention to the cultural differences.

The new curriculum lays emphasis on the cultivation of students" cultural awareness in the College English teaching. Language and culture are closely related to each other. Language is a part of culture and is shaped by culture; language teaching and cultureteaching are inseparable.

This paper is devoted to the description of action methods that can be used to provide a practical understanding and awareness of culturally diverse material. It draws from such varied disciplines as cross-cultural psychology, international business, and sociodrama, with the goal of suggesting a methodology for using role playing to teach ethnic,…

This study focuses on a professional development program for science teachers near or on American Indian reservations in Montana. This program was framed by culturally relevant pedagogy premises and was characterized by instructional strategies and content foci resulting from the intersection between three cultures: tribal, science teaching, and…

The topic of teaching and learning culture has been a matter of considerable interest to language educators and much has been written about the role of culture in foreign language instruction over the past two decades. ESL students whose success in a new environment is conditioned not only by their mastery of the new language, but also, and…

It's important to master a foreign language, English in particular.But the problem is how students should learn in order to communicate well with the native speakers and even become members of the target language community.The author narrates two incidents related to the Chinese study and English study experiences, pointing out that language study can't be separated from culture study.In line with the research results by some language experts about culture, language is the carrier of culture as literature is accomplished through languages,therefore language learning and teaching in isolation from culture is impossible.The author argues that language should be taught and learnt in a cultural approach.But as a sword with double blades, cultural approach may lead to culture invasion, culture inequality and the loss of culture diversity.

Theory of Reception-response emphasizes the subjectivity of the reader and the importance of readers' participation in and creation of literary works. The Theory of Reception-response is introduced into College English crossing culturalteaching. It plays a significant role in helping students naturally realizing the target culture reception process of cultural isolation-cultural fusion-cultural integration.%接受反应理论凸显读者的主体性，强调读者参与和创造文本。运用接受反应理论指导《大学英语》跨文化教学，对于引导学生循序渐进实现对异文化的文化隔离-文化融合-文化整合的接受过程有积极的实践意义。

With the implementation of the new High School English Curriculum Standards, more and more people have realized the importance of English cultureteaching. To realize the goals of English teaching, teachers should cultivate students' culture awareness and develop their intercultural communicative competence. But in the actual teaching, cultureteaching did not get real implementation. So the author puts forwards some suggestions for English cultureteaching in high school.

Cross-cultural friendships and peer interactions are important skills for Latino students to become socially adjusted in U.S. schools. Culturallyresponsive social skill instruction allows educators to teach essential social skills while attending to the native culture and personal experiences of the students. The present study examined the…

English as a foreign language has been a subject in middle school of China for years. Teachers and educators generation by generation have been trying to find an optimal method of teaching foreign language to help students master it better. After unceasing explor-ing, traditional teaching pattern has been im-proved and new teaching approaches appear such as Task-based language teaching and com-municative language teaching. However, what-ever teaching methods English teachers use in the class, they should not ignore the cultural in-put in English teaching. The successful and effi-cient English teaching should transform the sin-gle language teaching into the combination of language teaching and culturalteaching. The thesis is concerned with the significance of cul-ture in English teaching. More specifical y, some consideration wil be given to the reasons and ways of teachingculture.

@@ The linguist Robert Lado defines the goal of learning a foreign language as " the ability to use it, understanding its meanings and connotations in terms of the target language and culture, and the ability to understand the speech and writing of natives of the target culture in terms of their meanings as well as their great ideas and achievements" (Lado, 1964: 25).

The purpose of this study was to investigate the competencies of culturallyresponsiveteaching and construct a CulturallyResponsive Teacher Preparedness Scale (CRTPS) for the use of teacher preparation programs and preservice teachers. Competencies listed in the scale were identified through literature reviews and input from experts. The…

Full Text Available Australia continues to develop as a multicultural society with levels of immigration increasing significantly over recent years as a result of government policies. More recently, the new period of financial turmoil, continuing threats from terrorism and environmental concerns, have all exacerbated the challenges of dealing with difference in our society. In response, schools continue to face the challenges of the impact of a range of different cultures, languages and religions among their student and school communities. How effectively schools deal with difference and how well they are supported in their endeavours to build culturallyresponse classrooms is a perennial issue for both teachers and educators. A major challenge for teachers is to at a minimum, understand cultural differences as they manifest in their particular school settings and to draw on approaches that support student learning in culturally appropriate ways so to assist them to better realise their full potential. In this paper we will consider cultural diversity in the context of recent school policies, highlight a number of frameworks for addressing cultural diversity in the classroom, in particular the approaches by Kalantzis and Cope’s (1999 and Hickling-Hudson (2003. We also draw on the findings from a recent qualitative study of representations of cultural diversity in a number of Sydney metropolitan schools to discuss the need for more greater resource and policy support for progressive teaching approaches that support the development of a more tolerant and inclusive multicultural society. Key words: cultural diversity, schools, teacher education, classroom practice, social inclusion

Full Text Available Regardless of different points of view, culture has taken an important place in foreign language teaching and learning studies. It has been widely recognized that culture and language is used as a main medium through which culture is expressed. However, “pure information” is useful but does not necessarily lead learners’ insight; whereas the development of people’s cultural awareness leads them to more critical thinking. Most frequently confronted that students to a great extend know the rules of language, but are not always able to use the language adequately as it requires since they are not knowledgeable enough about the target culture. Bearing all this in mind, the aim of this article has been to provide necessary information for the foreign language teachers and learners so that they can establish a good connection with the target language and its culture.

The self-referential effect uses what students know and have experienced to help them learn. This method of teaching involves engaging students in the learning process by encouraging them to relate information to aspects of themselves. Several scholarly works by teachers and academics promote the use of students' interests in popular culture to…

Increasingly, psychologists practicing as clinicians, researchers, and educators are concerned about nutrition, obesity, dieting, and body image. This article describes the development and teaching of an interdisciplinary undergraduate class on the Psychology of Food and Culture. I describe the course philosophy and curriculum as well as make…

The self-referential effect uses what students know and have experienced to help them learn. This method of teaching involves engaging students in the learning process by encouraging them to relate information to aspects of themselves. Several scholarly works by teachers and academics promote the use of students' interests in popular culture to…

Increasingly, psychologists practicing as clinicians, researchers, and educators are concerned about nutrition, obesity, dieting, and body image. This article describes the development and teaching of an interdisciplinary undergraduate class on the Psychology of Food and Culture. I describe the course philosophy and curriculum as well as make…

Different countries have different languages and cultures. My paper starts from the differentiation between western culture and Chinese culture to point out the importance and necessity of cultural input in English teaching and puts forward some approaches to enforce the cultural input in language teaching.

The current study examines cultural effects on college professors' teaching styles. Ninety-four Chinese university instructors participated in the study. A 40-item teaching style inventory was used in the study. The responses were compared with American professors' teaching styles reported by Grasha (2006). Results show that the Chinese…

Demographic shifts in public school enrollment within the United States necessitate preparing preservice teachers to teach students with backgrounds that differ from their own ethnically, linguistically, racially, and economically. Culturallyresponsive education (CRE) is a pedagogy used to validate students' varied experiences, and to teach to…

This paper, based on recent overseas and home research findings and the author's teaching experiences,discusses the close relationship between culture background knowledge and English teaching, analyses the possible reasons for students' deficiency of culture background Knowledge, especially proposes several practical approaches of English teaching to help English teachers develop students' culture background knowledge so as to foster students' cultural competence and then improve the results of English teaching.

As the learning and teaching Chinese become more and more popular, there are more people from different parts of the world coming to China to learn Chinese.Since culture and language are interconnected, language learning should combine with culture study during the whole process of Chinese learning and teaching.This paper disscusses the relationships between language learning and culture and then points out the importance of culture learning and teaching in TCFL(Teach Chinese as Foreign Language).

Because religions discipline and interpret bodies; create and define sacred spaces; generate, adore and study images in all media; regulate the intake of food; structure temporal experience; and in general interpenetrate and are permeated by the cultural landscapes in which they exist, religious studies must engage material religion and religious…

Because religions discipline and interpret bodies; create and define sacred spaces; generate, adore and study images in all media; regulate the intake of food; structure temporal experience; and in general interpenetrate and are permeated by the cultural landscapes in which they exist, religious studies must engage material religion and religious…

In a pluralistic society, there is a need for increased sensitivity in the selection of teaching styles. This paper considers evidence which shows that future responses to teaching and learning style are determined in pre-school years by the child's socio-cultural environment. The teaching methods in common use in Britain, however, presuppose cognitive styles current in white middle-class culture, which may be inappropriate to children from other backgrounds. While some will respond only to co-operative, social methods, others will act analytically and competitively. Factors of social class are also considered. The paper argues that curriculum, methodology and materials should allow all children to identify with the educational process, and should enable them eventually to function bi-cognitively. Teachers will therefore need to recognize the range of cognitive and learning styles among their pupils.

Educational stakeholders across the globe are demanding science education reform that attends simultaneously to culturally diverse students' needs and promotes academic excellence. Although professional development programs can foster science teachers' growth as culturallyresponsive educators, effective supports to this end are not well identified. This study examined associations between specific Science Teachers are Responsive to Students (STARTS) program activities and United States high school life science teachers' understanding and enactment of culturallyresponsive science teaching. Findings suggest: (a) critically examining their practices while learning of students' needs and experiences enabled teachers to identify responsive instructional strategies and relevant science topics for culturallyresponsiveteaching; (b) evaluating culturallyresponsive exemplars while identifying classroom-based needs allowed teachers to identify contextually appropriate instruction, thereby yielding a robust understanding of the purpose and feasibility of culturallyresponsive science teaching; and (c) by justifying the use of responsive and reform-based instructional strategies for their classrooms, teachers made purposeful connections between students' experiences and science instruction. We propose a set of empirically based design conjectures and theoretical conjectures to generate adaptable knowledge about preparing culturallyresponsive science teachers through professional development.

In response to a world-wide tide of Chinese language learning, educational institutions in Ireland have begun, in the last five years, to put in place degree courses and an increasing number of classes for the teaching of Chinese. It is helpful to understand the attitudes and expectations of students and teachers concerning the learning and teaching of Chinese language and culture in an Irish teaching environment. Language is part of a particular culture. The learning and acquisition of a tar...

In this article, the author utilizes the culturally congruent work of Gay (2010) and Ladson-Billings (2009) to highlight culturallyresponsiveteaching as a viable option for African American students in higher education mathematics spaces. He offers translations of Gay and Ladson-Billings' work to Africana mathematics and argues that these…

Since last century, because of reforming and opening policy, many people, especially young people go abroad to get a better job or get further education and so on. Besides, many foreigners are curious about our country. Consequently, people come to realize that if we known little about cross-cultural communication, there will be many conflicts. Some experts suggest that today's English teaching should emphasize intercultural communication. Learners ought to know not only grammar or words, but should learn cultural knowledge. If not, they will meet many difficulties while they communicate with foreigners. Therefore, it is important to introduce this kind of knowledge while teaching. This paper mainly talks about cross-cultural communication in foreign language teaching in China. In the first part, we talk about the importance of learn cross-culture and discuss the relationship between language teaching and culturalteaching. Next part is talk about the problems of cultureteaching nowadays. According to these problems, we explore some cultureteaching methods to improve cultureteaching. The aim of this paper is to emphasize the importance of cultureteaching during foreign language teaching. Cultureteaching is necessary for all of us, it can make it possible for learners to prevent miscommunication from occurring in intercultural communications.

Chinese traditional culture is the root and soul of our nation,in the process of English learning,teachers and students should try to do something for the spread of Chinese culture.If we can realize the importance of introducing native culture in English teaching,revise syllabus,reform the examination system,improve the quality of teachers and teaching methods,we can combine Chinese traditional culture with university English teaching better.

English teaching is a big project in China, whenever we teach English, we transmit western cultures ,when taking in the essence of western culture, students also receive the bad things of western culture. Besides, because of learning English, many students know less and less about their own culture and are not interested in learning it. So there is a clash between Chinese cul-ture and western culture. So English teachers face a problem:what is their cultural identity in English teaching? Based on the anal-ysis of the necessity, demerits and clash of English language and cultureteaching, this paper attempts to discuss about teachers ’ cultural identity in teaching English.

This study examines how traditional ecological knowledge--TEK--can be identified and utilized to create culturallyresponsive science learning opportunities for Maya girls from a community in the Guatemalan highlands. Maya girls are situated in a complex socio-historical and political context rooted in racism and sexism. This study contextualizes…

This study examines how traditional ecological knowledge--TEK--can be identified and utilized to create culturallyresponsive science learning opportunities for Maya girls from a community in the Guatemalan highlands. Maya girls are situated in a complex socio-historical and political context rooted in racism and sexism. This study contextualizes…

Foreign language teaching is not to teach grammar and vocabulary of the target language and to gain basic language skills only. Foreign language teaching is teaching of the language's culture at the same time. Because of language and community develop and shape together, learning, understanding and speaking a foreign language literally requires…

The responses to a cultural awareness questionnaire administered to foreign teachers and Chinese students are analysed. A number of reasons for cross-cultural conflict and their implications for English language teaching are discussed, and the components of a possible cultural orientation course presented.

Full Text Available The focus in language education in the twenty-first century does no longer fall on grammar, memorization and learning from rote, but rather on using language alongside with cultural knowledge as a means to communicate and connect to other people all over the world. Our learners are going to become part of today’s intercultural communication network and they will need to use both their language and cultural skills for real life communication. Therefore, teachers themselves should be ready to assume the responsibility of teaching their learners how to become culturally competent. To do this properly and successfully, practitioners need to build and develop their own awareness of and motivation for an intercultural approach. The current paper will present and analyze some recent research findings on higher education practitioners’ motivation to adopt a cross-cultural approach in their classrooms.

As is known, Language is an integral component of culture. This paper attempts to explain the importance and necessity of cultural context and suggest a frame work on integrating cultural context into English teaching so as to cultivate students ’cul⁃ture awareness and improve the quality of English teaching and learning.

The focus of culture in English language teaching (ELT) has traditionally been on the target culture of English speaking countries. However, the new status of English as international language (EIL) has led to significant changes in the practice of teaching and learning culture in ELT. Rather than relying on the paradigm of native speaker…

Vietnamese has to face a cross-culture issue with the teaching and learning of English as Vietnamese culture is "villagers' culture" which considers relationships in village as family relations and an emphasis "on hierarchical, social order in their dealings with one another" (Ellis, 1995: 9) with a traditional teaching method…

When 50 Midwest teachers in two public schools and one Reservation school worked in respectful, knowledgeable, and power-sharing ways with local Indigenous elders, artists, and academics, the outcome was often culture-based arts education that teaches against the grain. This collaboration and the culturallyresponsive pedagogy it inspired led to…

Language and culture are interacting. Learning a language must understand the culture. The lack of cultural knowledge will lead to students’mistakes in daily English,therefore,in English teaching,the cultural differences between Chinese and Western as an important question is put forward. Then,from the cultural differences between Chinese and western,I discuss the reasons for mistakes in daily English and then how to teaching.

Contrast this to be adopted in terms of both language and cultural background reflected in the meaning of life,and address,social etiquette,gender,emotional,and other areas to explore differences in how English vocabulary teaching in the financial and cultural knowledge in the language,into a culture of moderation,thereby enhancing the efficiency of teaching vocabulary to the real purpose of teaching vocabulary.

With the changing cultural demographics in U.S. classrooms, school counselors must develop innovative approaches to promote culturallyresponsive school climates and organizational change. A vision is offered of systemic culturalresponsiveness and culturally relevant teaching practices that nurture and engage all learners. The role of the school…

Despite an increasing need for culturally relevant curricula, what is considered culturallyresponsive and how it is assessed is under-researched. The present study examined the perceived culturalresponsiveness and effectiveness of an early intervention program designed to teach early language skills and expose students to Indigenous culture, the…

Culture knowledge plays an important role in linguistic proficiency and currently most teaching activities are stil happened inthe traditionalclassroom. So this paper introducedsome ofthe practicalteachingmethods ofChinese culture inthe Chinese language classroom.

Believes that using popular culture images of law, lawyers, and the legal system is an effective way for teaching about real law. Offers examples of incorporating popular culture images when teaching about law. Includes suggestions for teaching activities, a mock trial based on Dr. Seuss's book "Yertle the Turtle," and additional resources. (CMK)

This one year study examines the journey of two preservice urban high-school teachers in Arizona as they enact CulturallyResponsiveTeaching in a year-long student teaching residency. Factors that influenced their CulturallyResponsiveTeaching practices are discussed along themes that emerged from interviews and classroom observations.…

Culture can be thought of a set of shared practices, beliefs, and values that are transmitted across generations through language [Bruner, J. (1990). "Acts of meaning". Cambridge, MA: Harvard University Press]. Teaching is one way that culture is transmitted, but forms of teaching vary across cultures and across activity settings within…

This article is intended to discuss prominent issues in teachingculture to second and foreign language students. The concepts of language and culture will be defined, respectively. Next, the characteristics and components of culture will be presented. In addition, commonly used terms in language and culture including enculturation, acculturation,…

This paper discusses the issue of learner outcomes in learning culture as part of their language learning. First, some brief discussion on the role of culture in language teaching and learning, as well as on culture contents in language lessons is presented. Based on a detailed review of previous literature related to culture in language teaching…

Culture impacts the comprehension of semantic meanings. Based on the interrelationship between language, culture and Input Hypothesis, the author illustrates how to enhance cultural input in College English lexical teaching from the aspects of word origins, Bible and Greek Mythology, original English movies, TV programs and contrastive study between Chinese and western cultural patterns.

The importance of cultural awareness in college English teaching has been noted by the author because it can help the students bridge the cultural differences between mother tongue and target language. Cultural essence of China and English-speaking countries is analyzed and some methods of developing college students' cultural awareness are introduced in this paper.

This article discusses the relationship between culture and English language teaching (ELT) in the Arab World. A critical question arises in terms of ELT, that is, whether to teachculture along with English. To answer such a bewildering question, this article presents related literature and studies and discusses a theoretical frame based on…

This article presents a detailed methodological outline for teachingculture through project work. It is argued that because project work makes it possible to gain transferrable and applicable knowledge and insight, it is the ideal tool for teachingculture with the aim of achieving real intercultural communicative competence (ICC). Preceding the…

The significance of language in the teaching of Indonesian culture is illustrated in a lengthy discussion of pronouns, personal names, and titles. The function of the second person singular pronoun "you" is also examined. Concluding remarks describe the author's personal experience in teaching Indonesian culture and language at the college level.…

By illustrating the significance of cultural elements in vocabulary and current situations in English vocabulary teaching,the author hope that English teachers can pay more attention to cultural elements behind the conceptual meanings of English words and change their method of teaching to motivate students' interest in vocabulary learning.

By illustrating the significance of cultural elements in vocabulary and current situations in English vocabulary teaching,the author hope that English teachers can pay more attention to cultural elements behind the conceptual meanings of English words and change their method of teaching to motivate students’ interest in vocabulary learning.

This article discusses the relationship between culture and English language teaching (ELT) in the Arab World. A critical question arises in terms of ELT, that is, whether to teachculture along with English. To answer such a bewildering question, this article presents related literature and studies and discusses a theoretical frame based on…

To realize language teaching and culture acquisition going in accordance with each other, the present dissertation gives the integrative teaching strategies, which promote the integration of language and culture in teaching process.

From illustrating the significance of cultural elements in vocabulary teaching, and the ctmtparison of some major differences between English and Chinese words, this paper emphasizes the indivisible relationship between vocabulary and culture. International cultural exchange occurring more and more often, this paper attempts to guide students to better understand the cultural connotation of vocabulary, enhance their awareness towards the target culture, improve their comtprehensive language skills, and, develop their cross-cultural communicative ctmtpetence.

The thesis is concerned with the contribution and incorporation of the teaching of culture into the foreign language classroom. More specifically,some consideration will be given to the why and how of teachingculture. It will be demonstrated that teaching a foreign language is not tantamount to giving a homily on syntactic structures or learning new vocabulary and expressions, but mainly incorporates,or should incorporate,some cultural elements,which are intertwined with language itself. Furthermore,an attempt will be made to incorporate culture into the classroom by means of considering some techniques and methods currently used.

Full Text Available 在多元文化教育潮流下，課室層級被期許能實踐文化回應教學，以促進整體學生的學習增能。本研究旨在探討現階段臺灣課程改革脈絡中，課室師生共同建構文化回應數學教學模式的歷程，採質性個案研究，以參與觀察、訪談、文件分析等方法進行資料蒐集，研究時間為二年。研究發現，師生在設定「邁向公平與正義」為課室專屬之「新」數學教學目標後，為實踐協助課室中新移民子女以「母文化」為橋梁來學習數學，嘗試以「文化差異」，如族群、語言、社會階級、生活經驗等不同文化脈絡與社會建構論為基礎，連結「批判識讀」於數學課程與教學的轉化處理，在協助新移民子女搭建學習鷹架的同時，泛漢族學生也同步展現了不同層次主體性。個案師生透過持續反思與實踐，逐步構築起課室文化 回應數學教學模式之雛形。With the trend on multicultural education, learners’ empowerment is expected to be promoted by culturallyresponsiveteaching at the classroom level. This research focuses on the understanding of operating culturallyresponsive mathematics teaching in a multi-ethnic junior-high-school classroom in northern Taiwan. This two-year case study used multiple methods to collect research data, including participant observation, interviews and document analysis. The author links the research findings with the following questions. After setting “towards fairness and justice” for the classroom exclusive “new” mathematics teaching objectives, the teacher and students strived to support new immigrant children to learn mathematics using their “mother culture” as a bridge. All of them strived on the basis of “cultural differences” such as ethnicity, languages, social classes, life experiences under different cultural contexts and social constructivism with “critical literacy” to deal

Multiple curricular approaches are being used to teachcultural competency to nursing students in the United States in accordance with accrediting board standards. As nurse educators are searching for evidence based teaching practices, this article reviews the most commonly current teaching methods being used. Although a variety of methods are being implemented, little empirical evidence exists to suggest any one methodology for teachingcultural competency for nursing students produces significantly better outcomes. The use of clinical experiences, standardized patients and immersion experiences have produced the most favorable results which increase student awareness, knowledge and confidence in working with ethnically diverse patients.

Full Text Available Japanese martial arts, here after Japanese budō, are popular cultural icons that are found in films, comics, video games and books. Teaching Japanese budō at university offers a novel way to teach about East Asian and in particular Japanese culture, history, and philosophy while including ideas about the globalization and the localization of culture. Question though remains as to how and what should we teach about the popular culture of Japanese budō at the university level? This paper found that a comprehensive approach to teaching about budō was effective. By using many kinds of materials and the incorporation of opportunities to experience budō and to try budō, students were better able to grasp the historical, cultural and religious characteristics of budō.

Cultural competence education is essential for all nurses to better prepare them to address the underlying social environment of patients, families, and communities. This article describes a study with second degree nursing students that tested 6 teaching strategies for their effectiveness in raising cultural awareness, a key aspect of cultural competence. The results demonstrated that the interventions had a positive effect.

Culture can be most simply defined as a set of shared ideas, or the customs, beliefs, and knowledge that characterized a way of life. Language is a part of culture and plays a very important role in it. In teaching, teachers should attach importance to cultural differences and study these differences.

Pragmatic competence is one of the essential competences taught in the second language classroom. The Canadian Language Benchmarks (CCLB, 2012a), the standard document referred to in any federally funded program of ESL teaching in Canada, acknowledges the importance of this competence, yet at the same time notes the limited resources available to…

Nowadays,cultureteaching is more emphasized in language teaching. But less attention is paid to the influence of pop culture in language teaching. The important role of pop culture in middle school English language teaching will be discussed in this thesis through its correlation with some factors in English language teaching.

The authors report on their work with the Academy for Leadership in Science Instruction, a program targeted to help science teachers promote a science teaching and learning culture in their own schools.

Since the reform and the open policy in China, English teaching has become more and more important. Even in primary schools, we have opened English courses. The modem foreign language teaching emphasizes the development of student＇s cross-cultural social intercourse ability. For English teaching, it involves the history, geography of English nation, local customs, traditional custom, life style, literature art, religious philosophy and concept of value etc. Each aspect has very abundant of the contents

The quality of English teaching is related to many factors such as materials, techniques, linguistic elements and external environment. However, in this paper the author points out that the internal and recessive environment of the classroom is an important factor affecting English teaching. The paper begins with a brief introduction, followed by definitions of culture, organizational culture and classroom culture which are closely associated with the internal and recessive environment of the classroom. Then, the author offers their views concerning how to create ideal classroom culture. Finally, a conclusion is given.

Music informs understandings of place and is an excellent vehicle for teachingcultural geography. A study was developed of geography students' perception of where music genres predominate in the United States. Its approach, involving mental map exercises, reveals the usefulness and importance of maps as an iterative process in teaching cultural…

Globalization and increasing cross-cultural interactivity have implications for education in general and may also present valuable pedagogical opportunities in the practice of teaching economics for business students. Therefore, the author investigated this proposition and offers some empirical observations from research and teaching experiments.…

Globalization and increasing cross-cultural interactivity have implications for education in general and may also present valuable pedagogical opportunities in the practice of teaching economics for business students. Therefore, the author investigated this proposition and offers some empirical observations from research and teaching experiments.…

Music informs understandings of place and is an excellent vehicle for teachingcultural geography. A study was developed of geography students' perception of where music genres predominate in the United States. Its approach, involving mental map exercises, reveals the usefulness and importance of maps as an iterative process in teaching cultural…

This study investigates Turkish pre-service teachers' experiences related to a two-month international teaching and cultural experience in the United States of America. In total, 289 graduate students from Turkey participated in a collaborative project from 2001 to 2010. The experience included an orientation week, six weeks of student teaching in…

In cross-cultural communication, it is found that many communicational aims could not be successful y achieved, even if the speaker is good at using the target language. The problem may lie in the insufficient awareness of the cultural differences. This paper aims to point out the importance of cross-cultural communication in language teaching by discussing the different types of the cross-cultural prag-matic failures.

With the fast development of Chinese economy and society,the communication between China and foreign countries has been more and more frequent.And China is a country where English is taught as a foreign language.Therefore cultural differences have become more and more significant in English teaching.Both language teachers and students should be aware of the differences between eastern and western culture in their teaching and study.

Foreign language teaching has many purposes,one of the important purposes of the foreign language teaching lies in training students tO develop the ability of communication in foreign language.In recent years,several syllabuses put emphasis on training communication ability.However,during the foreign language teaching,we often only focus on the basic skills,such as reading,speaking,listening and writing.

Background/Context: Because of its special education association, differentiated instruction (DI) is a topic of concern for many educators working with culturally and linguistically diverse (CLD) learners, whereby bilingual, multicultural, and culturallyresponsiveteaching (CRT) is considered more appropriate for responding to cultural and…

Culture plays a critical role in cultivating qualified international talents. However, quite a few graduates are incapable of communicating with foreigners successfully for their weak cultural awareness. Based on questionnaires and interviews, this research discovers that many English teachers and learners fail to pay enough attention to culturalteaching as a result of influences from society and themselves.

Full Text Available Teaching is a cultural process. Actions that take place in this process are influenced by some cultural assumptions which shape pre-defined objectives and affect content, educational treatment, assessments, and relationships among participants. It is, therefore, of utmost importance not only to make explicit the cultural reality of education, but also to think critically about it. In this paper, we focus on the issue of teaching and learning in the context of cultural diversity from a socio-cultural and socio-political theoretical framework. The keywords «classroom management» it generates over 6.5 million hits in google.com. However, when we type «managing diverse classrooms», there are only 200,000 hits. This divergence indicates that classroom management is a widely explored topic, while work about how to manage a cultural diverse classroom is still limited. The aim of this paper is to provide a framework for teachers to use and improve their cultural knowledge to manage classrooms more effectively. This article argues that growth in cultural awareness of the teaching process improves the quality of teaching and, therefore, students’ learning.

@@ While several articles have long been published on using stamps to teach French,German, and Spanish, I have yet to see one relating to the teaching of Chinese. As a vehicle for communicating a country's current and past values (cultural, political, social, economic,linguistic), stamps can play an important role in the culture and language class -- if only because they stimulate interest and heighten motivation by projecting images of a country's culture,politics, and language. But there is much more: stamps could serve as focal points for a class discussion; they could shed light on government priorities; they could be the subject of cultural quizzes and exercises for language practice; they could be assigned as research subjects. They are, after all, official documents and authentic cultural artifacts themselves. This paper examines the ways in which stamps can serve the teaching of various aspects of culture and language. For the purpose of teaching Chinese, one could use stamps from China, Taiwan, Hong Kong, and Macau. Together, these stamps cover the full range of cultural domains: geography, archaeology,history and politics, language and literature, arts and architecture, science, patterns for daily living,symbolism, myths and culture heroes, etc. I will use these headings in my discussion. Unless otherwise stated, the stamps referred to below were issued in the People's Republic of China (with dates or official serial numbers in brackets).

This article reports on perceptions and practices in relation to integrating culture into EFL teaching and how course material was designed within the Thai curriculum framework. Thai teachers' understanding of what constitutes culture, the role it plays in language learning and how such understanding is being translated into pedagogical practices…

Examined use of the World Wide Web to teach Francophone culture. Suggests that bolstering reading comprehension in the foreign language and increased proficiency in navigating the Web are potential secondary benefits gained from the cultural Web-based activities proposed in the study.(Author/VWL)

A slide/tape program, composed of photographs taken from Spanish magazines and a recorded commentary, was used to teach students of Spanish about the culture of Spain. The program also provided students with incentive and direction for exploring a wide range of cultural information in Spanish magazines. (CB)

This article provides an account of some characteristics of the current situation of cultureteaching in foreign language education. The focus is that existing approaches need to be revisited and redefined, because the superficiality characterizing the way culture is taught is not very helpful in raising learners' cultural awareness and developing…

The aim of this study is to reveal prospective English language teachers' perceptions of a culture-oriented syllabus implemented in a foreign language context. The syllabus included drama-oriented activities, improvised writing, and a cross-cultural study focusing on teaching some pre-selected cultural elements. A total of 67 students enrolled in…

Full Text Available The present paper deals with the problem of teachingculture in the foreign language classes at all levels of education. Cultural studies should not be separated from the language syllabus and foreign language learning should not be limited to formal learning of systems of sounds, words, and syntactic structures, but should also include learning the culture of the target language. Success in intercultural communication depends greatly on the understanding of a number of cultural features. The article emphasizes the importance of teaching and learning target culture, as well as introduces the analysis of cultural scripts and small talk in English, Russian and Polish languages. Understanding the cultural differences will benefit and facilitate cross-cultural communication under diverse circumstances. Thereby, this issue is relevant to foreign language and ESP classes focusing on the improvement of both students’ language and cultural skills.

By putting certain ideas about communication,culture,society,education and human psychology together,a different way of facing with and learning about interaction among cultures has emerged. So a multi-disciplinary approach to the study of inter-culture contact and interaction has widened and deepened the research in this field. Furthermore,it is necessary to help students to build up a certain 'cultural awareness' during the teacher's English Teaching. This article will first explain inter-culture communication and how to develop cross-culture awareness in details. Meanwhile,the thesis puts forwards a series of strategies for cultivating students' cultural awareness,and systematically designs different cultural activities to make the study of culture an integral part of each lesson. Finally,several practical suggestions are proposed for the foreign language teachers to fulfill this project.

Approaches to the concept of culture and teachingcultural competence in a foreign language classroom have been changing over the last decades. The paper summarises, compares, contrasts and evaluates four major approaches to teachingcultural competence in foreign language teaching, that is, knowledge-based approach, contrastive approach,…

Approaches to the concept of culture and teachingcultural competence in a foreign language classroom have been changing over the last decades. The paper summarises, compares, contrasts and evaluates four major approaches to teachingcultural competence in foreign language teaching, that is, knowledge-based approach, contrastive approach,…

This paper aims to show the significant role of pragmatics in the teaching and learning of English and further explores the importance of cultivating students’ awareness to improve their pragmatic ability and communicative competence.

This paper aims to show the significant role of pragmatics in the teaching and learning of English and further explores the importance of cultivating students’awareness to improve their pragmatic ability and communicative competence.

This paper studies the effect of cultural capital on teachers’ ratings of children’s oral and math ability. Cultural reproduction theory hypothesises that, holding everything else constant, children who possess cultural capital are more likely to be perceived by teachers as gifted than children who...... do not possess cultural capital. This paper uses extremely rich longitudinal data that provides a better basis than previous studies for holding ‘everything else’ constant. In addition to children and parents’ cultural capital, I control for children’s actual academic ability, physical appearance......, health impairments, social behaviour, antenatal influences, and many family background characteristics. My analysis shows, first, that both children and parents’ cultural capital have independent effects on teacher ability ratings. Second, for oral ability I find that parents’ cultural capital ‘protects...

, health impairments, social behaviour, antenatal influences, and many family background characteristics. My analysis shows, first, that both children and parents’ cultural capital have independent effects on teacher ability ratings. Second, for oral ability I find that parents’ cultural capital ‘protects......This paper studies the effect of cultural capital on teachers’ ratings of children’s oral and math ability. Cultural reproduction theory hypothesises that, holding everything else constant, children who possess cultural capital are more likely to be perceived by teachers as gifted than children who...... do not possess cultural capital. This paper uses extremely rich longitudinal data that provides a better basis than previous studies for holding ‘everything else’ constant. In addition to children and parents’ cultural capital, I control for children’s actual academic ability, physical appearance...

The need for physicians who are well equipped to treat patients of diverse social and cultural backgrounds is evident. To this end, cultural competence education programs in medical schools have proliferated. Although these programs differ in duration, setting, and content, their intentions are the same: to bolster knowledge, promote positive attitudes, and teach appropriate skills in cultural competence. However, to advance the current state of cultural competence curricula, a number of challenges have to be addressed. One challenge is overcoming learner resistance, a problem that is encountered when attempting to convey the importance of cultural competence to students who view it as a "soft science." There is also the challenge of avoiding the perpetuation of stereotypes and labeling groups as "others" in the process of teachingcultural competence. An additional challenge is that few cultural competence curricula are specifically designed to foster an awareness of the student's own cultural background. The authors propose the professional culture of medicine as a framework to cultural competence education that may help mitigate these challenges. Rather than focusing on patients as the "other" group, this framework explores the customs, languages, and beliefs systems that are shared by physicians, thus defining medicine as a culture. Focusing on the physician's culture may help to broaden students' concept of culture and may sensitize them to the importance of cultural competence. The authors conclude with suggestions on how students can explore the professional culture of medicine through the exploration of films, role-playing, and the use of written narratives.

1.IntroductionOne way of thinking aboutculture is to contrastit with nature. Nature refers to what is born andgrows Organically ( from the L atin nascere:to be born) ;culture refers to what has been grown andgroomed( from the Latin colere:to cultivate) .The word culture evokes the traditional nature/nurturedebate:Are human beings mainly what nature determines them to be from birth or what culture en-ables them to become through socialization and schooling?The screws that language and culture impose on natur...

Darwinian evolution is a robustly supported scientific theory. Yet creationists continue to challenge its teaching in American public schools. Biology teachers in all 50 states are responsible for teaching science content standards that include evolution. As products of their backgrounds and affiliations teachers bring personal attitudes and…

Darwinian evolution is a robustly supported scientific theory. Yet creationists continue to challenge its teaching in American public schools. Biology teachers in all 50 states are responsible for teaching science content standards that include evolution. As products of their backgrounds and affiliations teachers bring personal attitudes and…

In today's global village, the choice of languages and cultures offered to the high school and college student in constantly increasing. Several reasons are offered for choosing the more traditional option of French/Francophone culture: internationalism, political contributions, intellectual achievements, France's role in Europe and in technology,…

One of the most important components of a culture is its language. With language, people not only expeditiously communicate; they also express their values, beliefs, and world views. When a language becomes extinct, a part of the cultural patrimony of humanity is lost. For linguists, this also means the loss of an opportunity for a better…

Russian culture is very much influenced by its huge land area, peculiar topography, and harsh climate. To understand Russian culture one must know how Russians perceive nature. This paper discusses how this concept may be conveyed to U.S. middle school students through poetry. Poems about nature can provide students an opportunity to understand…

Popular culture provides many opportunities to develop quantitative reasoning. This article describes a junior-level, interdisciplinary, quantitative reasoning course that uses examples from movies, cartoons, television, magazine advertisements, and children's literature. Some benefits from and cautions to using popular culture to teach…

The reality show "The Amazing Race" serves as a useful text for the cultural geography classroom. As competitors travel the world, they complete challenging tasks designed to be both educational and entertaining. Audiences see actual images from destinations around the world and learn about the unique cultures of these places. They also…

Language teaching and learning has many different cultural dimensions, and over the years more and more of these have been the subject of research. The first dimension to be explored was that of content: the images of target language countries and the world that were offered in textbooks...... and presented in class. The next dimension was that of the learner: the (inter)cultural learning, competence and identity of the learner or subject. The next dimension was context: the situation and role of language teaching and learning in society and in the world....

Research has commented on the lack of uptake by teachers in Asia of communicative language teaching principles, as introduced during teacher education programs. Quotes are included from journals written by Vietnamese teachers of English during an inservice course. The journals reveal that teachers do implement new ideas at the same time they are…

This paper discusses the question of the teaching of culturein a EFL class. With the open door policy, more and morepeople in China are learning English or some other language forvarious purposes. However, they often experience the frustrationof failure in communication with foreigners which can sourrelationships or business due to their ignorance of the targetculture associated with the language they are learning or havelearned. Therefore, Teachculture in foreign language classesand Learn a second culture while learning a second languagehave become new slogans, or to be exact, new tasks in the fieldof English language teaching in China. But how to teach andwhat to teach remain problematic. I hold that "central code" ofa culture i. e. people’s way of life should be the focus in EFLteaching. Then choosing appropriate and authentic materialcontaining aspects of culture is of great importance. We shouldtake full advantage of mass media and multimedia materials andapproaches. At the same time we should also pay attention tothe cultural behaviour or belief of EFL teachers so as to makemore effective teaching.

In the early heyday of ITA education, English as a second language (ESL) educators played a key role in defining three basic learning needs for ITAs: Language, teaching, and culture. Of this model, culture is the most broadly defined and least developed component. It was predicted by some, apparently on the basis of nationality, that ITAs would…

As the development of the information age,the cultivation of intercultural communicative competence has been extremely important. Thus foreign language teaching lays stress on the cultivation of language comprehensive application ability. Culture awareness is an important part of language comprehensive application ability. The cultivating of students’ cultural awareness is beneficial to improve their humanistic quality,broaden their international view,strengthen their patriotism spirit and sense of national mission,and achieve their all-round development. The paper will discuss the current situation of cultural awareness cultivation in English teaching. In view of the problems and its causes existing in the cultural awareness cultivation,three count measures have been proposed.

This article describes a number of multiplication algorithms from different cultures around the world: Hindu, Egyptian, Russian, Japanese, and Chinese. Students can learn these algorithms and better understand the operation and properties of multiplication.

This article describes a theory of how culture enables literary interpretations of texts. We begin with a brief overview of the reader response field. From there, we introduce the theory and provide illustrative participant data examples. These data examples illustrate the four cultural positions middle grade students in our research assumed when…

New Zealand is a bicultural nation, founded on the signing of the Treaty of Waitangi by the native Maori and the British Crown. It is also home to people from many countries, cultures and ethnicities. Therefore, culturally-relevant response to crisis events has become a significant aspect of the Ministry of Education's interdisciplinary Traumatic…

The cultural competence training of healthcare professionals is a key element in ensuring the quality of both the access and delivery of healthcare to increasingly ethnically diverse populations. The aim of this study is to investigate Danish medical teachers' opinions about cultural competence, their willingness to receive training and preparedness to teachcultural competence topics. The survey was sent to medical teachers, clinical teachers and external lecturers who teach in the medical programme at the University of Copenhagen. A total of 1400 medical teachers received the survey, and 199 responded. The response rate is 14%. Data were analysed through descriptive calculations, and answers to open-ended questions were coded using content analysis. Results showed that 82.4% of the informants agreed or strongly agreed that the medical education programme should include training on cultural issues, and 60.3% agreed or strongly agreed that students should be assessed on their cultural competence skills. Regarding preparedness to teach a diverse classroom, 88.4% felt somewhat or very prepared to engage and motivate all students. About 70% were interested in receiving training on cultural competence. Generally, there is interest in and acknowledgement of the importance of cultural competence in Danish medical education among teachers at the University of Copenhagen. This creates an opportunity to implement cultural competence in the medical curriculum, training of teachers and strengthening the diversity sensitivity of the organisation. However, support for this programme by management and the allocation of an appropriate level of resources is a prerequisite to the success of the programme.

Darwinian evolution is a robustly supported scientific theory. Yet creationists continue to challenge its teaching in American public schools. Biology teachers in all 50 states are responsible for teaching science content standards that include evolution. As products of their backgrounds and affiliations teachers bring personal attitudes and beliefs to their teaching. The purpose of this study was to explore how biology teachers perceive, describe, and value their teaching of evolution. This research question was explored through a heuristic qualitative methodology. Eight veteran California high school biology teachers were queried as to their beliefs, perceptions, experiences and practices of teaching evolution. Both personal and professional documents were collected. Data was presented in the form of biographical essays that highlight teachers' backgrounds, experiences, perspectives and practices of teaching evolution. Of special interest was how they describe pressure over teaching evolution during a decade of standards and No Child Left Behind high-stakes testing mandates. Five common themes emerged. Standards have increased the overall amount of evolution that is taught. High-stakes testing has decreased the depth at which evolution is taught. Teacher belief systems strongly influence how evolution is taught. Fear of creationist challenges effect evolution teaching strategies. And lastly, concern over the potential effects of teaching evolution on student worldviews was mixed. Three categories of teacher concern over the potential impact of evolution on student worldviews were identified: Concerned, Strategist, and Carefree. In the final analysis teacher beliefs and attitudes still appeared to he the most important factor influencing how evolution is taught.

Independent neighborhood schools in inner-city areas serve primarily minority students. They are in a position to assist American educators in understanding the best methods of teaching minorities who usually do not reach their full academic potential in public schools. Teachers in independent schools use culture and sometimes religion as a basis…

In the field of teaching artists a new professional profile might be arising: the cultural learning entrepreneur. Compelled by European standards for business and social innovation, the new role is in search of identity and shared understanding. In the present article, the author presents a network project, funded by the European Community, which…

In this paper, we explore how "teaching communication" in the classroom is connected to school culture. In the age of accountability, the outcome focus force to the forefront, a "blame game" which either blames students' achievements on the teachers and teacher education, or the students and their socio-economic background. We…

This study reflects intermediate level learners' opinion about employing films in the EFL classroom for teachingculture and avoiding negative language transfer. A total of 63 participants, aged 21-23, took part in the experiment in the Faculty of Philology at Suleyman Demirel University in Almaty, Kazakhstan. During the experiment the subjects…

Full Text Available The contemporary business environment places demands on companies to go beyond economic survival and self-interest and satisfy the needs of various stakeholders. Organizations embark on the path of responsibility and sustainability, but many argue that CSR becomes embedded in an organization when it permeates all aspects of organization, including the organizational culture. Existing organizational culture typologies only provide the framework for analysis within the traditional business paradigm, but they are of limited use in the context of corporate social responsibility. After the analysis of major scholarship in the field, this paper defines CSR culture and identifies four types of organizational cultures based on companies’ CSR orientations, namely CSR-related values and strategy. In order to fully embed CSR culture, CSR has to be both strategic and value driven. This paper explores different CSR orientations and makes recommendations needed in order to achieve the desired state. Furthermore, through exploratory factor analysis, it identifies two cultural elements, CSR values and employee engagement in CSR, which indicate the existence of CSR culture. Identification of these cultural elements is intended to help in analyzing the direct and indirect effect of CSR culture on organizational outcomes, especially employee attitudinal and behavioral outcomes.

In many countries, there is a growing need for teacher awareness and sensitivity to cultural differences, what is often called culturallyresponsiveteaching. This is why teacher education institutions are making significant efforts to require student teachers to enrol in courses that focus on understanding, tolerance and acceptance of differences…

In many countries, there is a growing need for teacher awareness and sensitivity to cultural differences, what is often called culturallyresponsiveteaching. This is why teacher education institutions are making significant efforts to require student teachers to enrol in courses that focus on understanding, tolerance and acceptance of differences…

Drawing on anthropological theories of cultural transmission, the author suggests that the simple notion of teacher education be replaced with a concept incorporating teacher education (instruction in formal procedures), teacher enculturation (role-learning through observation), and teacher schooling (transmission of professional folklore which…

One of the most important areas for business educators to address in preparing their students to compete effectively in world markets is cross-cultural negotiating and conflict management. To do so, teachers must prepare students to understand the markets into which they enter as managers. The objective is not to learn a great deal about one…

This literature review surveys fifty years of English language teaching scholarship on the topic of cultureteaching. The review segments the available literature according to decade and applies two guiding questions to each resource found: "How is culture defined" and "What does cultureteaching look like." The report of…

Background: It is frequently observed that listeners demonstrate gaze aversion to stuttering. This response may have profound social/communicative implications for both fluent and stuttering individuals. However, there is a lack of empirical examination of listeners' eye gaze responses to stuttering, and it is unclear whether cultural background…

Background: It is frequently observed that listeners demonstrate gaze aversion to stuttering. This response may have profound social/communicative implications for both fluent and stuttering individuals. However, there is a lack of empirical examination of listeners' eye gaze responses to stuttering, and it is unclear whether cultural background…

There is considerable ambiguity in the subjective dimensions that comprise much of the relational dynamic of the clinical encounter. Comfort with this ambiguity, and recognition of the potential uncertainty of particular domains of medicine (e.g.--cultural factors of illness expression, value bias in diagnoses, etc) is an important facet of medical education. This paper begins by defining ambiguity and uncertainty as relevant to clinical practice. Studies have shown differing patterns of students' tolerance for ambiguity and uncertainty that appear to reflect extant attitudinal predispositions toward technology, objectivity, culture, value- and theory-ladeness, and the need for self-examination. This paper reports on those findings specifically related to the theme of uncertainty as relevant to teaching about cultural diversity. Its focus is to identify how and where the theme of certainty arose in the teaching and learning of cultural diversity, what were the attitudes toward this theme and topic, and how these attitudes and responses reflect and inform this area of medical pedagogy. A semi-structured interview was undertaken with 61 stakeholders (including policymakers, diversity teachers, students and users). The data were analysed and themes identified. There were diverse views about what the term cultural diversity means and what should constitute the cultural diversity curriculum. There was a need to provide certainty in teachingcultural diversity with diversity teachers feeling under considerable pressure to provide information. Students discomfort with uncertainty was felt to drive cultural diversity teaching towards factual emphasis rather than reflection or taking a patient centred approach. Students and faculty may feel that cultural diversity teaching is more about how to avoid professional, medico-legal pitfalls, rather than improving the patient experience or the patient-physician relationship. There may be pressure to imbue cultural diversity issues

Full Text Available Abstract Background There is considerable ambiguity in the subjective dimensions that comprise much of the relational dynamic of the clinical encounter. Comfort with this ambiguity, and recognition of the potential uncertainty of particular domains of medicine (e.g. – cultural factors of illness expression, value bias in diagnoses, etc is an important facet of medical education. This paper begins by defining ambiguity and uncertainty as relevant to clinical practice. Studies have shown differing patterns of students' tolerance for ambiguity and uncertainty that appear to reflect extant attitudinal predispositions toward technology, objectivity, culture, value- and theory-ladeness, and the need for self-examination. This paper reports on those findings specifically related to the theme of uncertainty as relevant to teaching about cultural diversity. Its focus is to identify how and where the theme of certainty arose in the teaching and learning of cultural diversity, what were the attitudes toward this theme and topic, and how these attitudes and responses reflect and inform this area of medical pedagogy. Methods A semi-structured interview was undertaken with 61 stakeholders (including policymakers, diversity teachers, students and users. The data were analysed and themes identified. Results There were diverse views about what the term cultural diversity means and what should constitute the cultural diversity curriculum. There was a need to provide certainty in teachingcultural diversity with diversity teachers feeling under considerable pressure to provide information. Students discomfort with uncertainty was felt to drive cultural diversity teaching towards factual emphasis rather than reflection or taking a patient centred approach. Conclusion Students and faculty may feel that cultural diversity teaching is more about how to avoid professional, medico-legal pitfalls, rather than improving the patient experience or the patient

The teaching of English in China started with the establishment of the Interpreters' College in 1862 as a response to the pressure of Western imperialist powers, but also for the purpose of China's self-strengthening and modernization. For a long time, however, owing to political and ideological reasons, English was taught as a language, while English literature and Western culture were suppressed as politically suspect and dangerous. As a result, graduates from China's English departments are generally ill-equipped to communicate effectively and to deal with the task they face in today's competitive world for lack of literary competence and cultural knowledge. We need to reexamine the entire curricula and design courses not only in English literature and culture, but in Chinese and comparative studies as well so that we may produce students with better linguistic skills, adequate cultural knowledge, and a mature and critical mind.%中国有英语教学,始自1862年同文馆之建立.由于种种原因,中国的英语教学长期以来只片面强调语言基本功的训练,而忽视了文学和文化背景的认识.结果是学生既缺乏对西方文化的了解,又缺乏中国传统文化知识.没有跨文化交往的能力,也就不能应付他们面临的实际工作.我们必须重新审视教学内容,不仅设置英国文学和西方文化的课程,而且设置用英语讲授中国文化和比较研究的课程,以求培养出既有语言表达能力,又有文化修养和独立批判精神的优秀学生.

Language and culture are distinctly interdependent;one reflects the other.In cross-cultural communications,it is critical for language users to use and understand the language appropriately in a certain socio-cultural context.This paper aims to compare the similarities and differences of compliments and compliment responses in English and Chinese from the cross-cultural pragmatic perspective.The implications for teaching are also discussed so as to bridge the gap caused by cultural differences and minimize the occurrence of potential cross-cultural pragmatic failures.

Across a series of studies, we investigate cultural differences in children’s responses to ostracism situations. Working with the children of farmers and herders, we focus on how painful children estimate ostracism to be. Study 1a showed that that 3- to 8-year-old children from a socially interdependent farming community estimated ostracism to be less painful than did children from an independent herding community. Study 1b showed that this cultural difference was specific to social pain and ...

The human species is more reliant on cultural adaptation than any other species, but it is unclear how observational learning can give rise to faithful transmission of cultural adaptations. One possibility is that teaching facilitates accurate social transmission by narrowing the range of the inferences that learners make. However, there is wide disagreement about how to define teaching, and how to interpret the empirical evidence for teaching across cultures and species. The work presented h...

Across a series of studies, we investigated cultural differences in children's responses to ostracism situations. Working with the children of farmers and herders, we focused on how painful children estimate ostracism to be. Study 1a showed that 4- to 8-year-old children from a socially interdependent farming community estimated ostracism to be less painful than did children from an independent herding community. Study 1b showed that this cultural difference was specific to social pain and did not apply to physical pain. Study 2 replicated the results of Study 1a and showed that individual differences in parents' level of social interdependence mediated the relationship between cultural group and how painful children estimate ostracism to be. Study 3 replicated this effect again and showed that children's tendency to recommend seeking social support following ostracism mediated the relationship between cultural group and the perceived pain of being excluded. Finally, Study 4 investigated cultural differences in moral responses to ostracism and showed that children from the farming community punished an individual who ostracized someone else less harshly than did children from the independent herding community. Thus different economic cultures are associated with striking differences in social interdependence and responses to ostracism from early in development. (PsycINFO Database Record

There exists a deep relation between the culture and language. As a result, in the process of English teaching, the teaching content of western culture needs to be complemented as well. For translation teaching, the participation of cross culture consciousness shares the same importance. Due to this reason, this thesis aims to research on the cultivation of cross-culture consciousness in college translation teaching. The author will explain how to cultivate cross-culture consciousness from the angles of textbooks and teaching methods, hoping to promote the improvement on students’ translation quality.

There exists a deep relation between the culture and language. As a result, in the process of English teaching, the teaching content of western culture needs to be complemented as well. For translation teaching, the participation of cross culture consciousness shares the same importance. Due to this reason, this thesis aims to research on the cultivation of cross-culture consciousnessin college translation teaching. The author will explain how to cultivate cross-culture consciousness from the angles of textbooks and teaching methods, hoping to promote the improvement on students’ translation quality.

This paper aims to explore South African Life Orientation teachers' perception and practice of teaching HIV/AIDS and sexuality in a cultural perspective. We aim to investigate how teachers respond to perceived cultural differences between the local community and the content of their teaching. Data were collected through interviews with teachers who taught students in grades 8 or 9 in public high schools. The teachers expressed differing viewpoints regarding the rationale for teaching about HIV/AIDS and sexuality. Many teachers saw teaching these topics as a response to declining moral standards, while others suggested that they were teaching issues that parents failed to address. The teachers were more concerned about young people's sexual behaviour than about preventing HIV/AIDS. They perceived that cultural contradictions between what was taught and local cultural values were an issue to which they needed to respond, although they differed in terms of how to respond. Some took an adaptive approach to try to avoid conflicts, while others claimed the moral neutrality of their teaching. Teaching about sexuality was perceived to be challenging in terms of language and communication norms. Teaching about HIV/AIDS was perceived as challenging because teachers often needed to convince students about the reality of AIDS.

With the research of the relationship between culture and language teaching deepening, people have realized the necessity of introducing culture into language teaching. This article aims at illustrating the importance of culture introduction from two perspectives, namely the relationship between culture and language, and the learners' motivation.

This paper clarified the importance of improving cross-cultural communicative competence in listening teaching from the perspective of the relationship between cross-cultural communicative competence and listening teaching.For the hearing ob-stacles caused by cultural differences,the author presented that cross-cultural awareness should be permeated in the classroom to improve students'English listening skills.

Develops an analytical methodology for service organizations by examining four key cultural and managerial developments: understandings of markets and marketing held within the school; organizational responses to the market; use of analytical tools; and development of appropriate marketing strategies. Shows variations in schools' development of a…

Personnel from diverse ethnic and demographic backgrounds come together in both civilian and military healthcare systems, facing diagnoses that at one level are equalizers: coronary disease is coronary disease, breast cancer is breast cancer. Yet the expression of disease in individuals from different backgrounds, individual patient experience of disease as a particular illness, and interactions between patients and providers occurring in any given disease scenario, all vary enormously depending on the fortuity of the equation of "which patient happens to arrive in whose exam room." Previously, providers' absorption of lessons-learned depended on learning as an apprentice would when exposed over time to multiple populations. As a result, and because providers are often thrown into situations where communications falter through inadequate direct patient experience, diversity in medicine remains a training challenge. The questions then become: Can simulation and virtual training environments (VTEs) be deployed to short-track and standardize this sort of random-walk problem? Can we overcome the unevenness of training caused by some providers obtaining the valuable exposure to diverse populations, whereas others are left to "sink or swim"? This paper summarizes developing a computer-based VTE called TEACH (Training to Enable/Achieve Culturally Sensitive Healthcare). TEACH was developed to enhance healthcare providers' skills in delivering culturally sensitive care to African-American women with breast cancer. With an authoring system under development to ensure extensibility, TEACH allows users to role-play in clinical oncology settings with virtual characters who interact on the basis of different combinations of African American sub-cultural beliefs regarding breast cancer. The paper reports on the roll-out and evaluation of the degree to which these interactions allow providers to acquire, practice, and refine culturally appropriate communication skills and to

Rapid identification of bacteria isolated from blood cultures by direct matrix-assisted laser desorption/ionization time-of-flight mass spectrometry (MALDI-TOF MS) is now in wide spread use in major centres but is not yet feasible in smaller hospital laboratories. A FilmArray multiplex PCR panel for blood culture isolate identification (BCID) provides an alternative approach to near point-of-care microbial identification in regional hospitals. We assessed the accuracy and time to identification of the BCID FilmArray in a consecutive series of 149 blood cultures from 143 patients in a teaching hospital and smaller regional hospitals, currently identified by direct MALDI-TOF and proprietary molecular methods. The BCID FilmArray contained 18 of 34 species and 20 of 23 species isolated from teaching and regional hospital, respectively. Overall, 85 % of the teaching hospital and 100 % of the regional hospital monomicrobial blood cultures were identified, compared with 60 and 68 %, respectively, for direct MALDI-TOF on the same cultures. There were no incorrect results from blood cultures containing Staphylococcus aureus, streptococci, Pseudomonas aeruginosa or Enterobacteriaceae. The three discrepant results were all in mixed cultures. The mean reduction in time to identification of blood culture isolates was 53 h, which did not include the time required to transport cultures from regional centres to a central laboratory. The overall performance of the BCID FilmArray is stronger in blood cultures from smaller regional hospitals that encounter a narrower range of bacterial species dominated by the commonest species. This approach is more suited to smaller clinical laboratories than the MALDI-TOF direct method.

Culture is inseparable from language teaching and learning. Learning the target culture may arouse students’cultural awareness and avoid cultural misunderstanding in cross-cultural communications. It is important to integrate cultural learning within English language classrooms. This essay discusses the techniques of achieving this integration.

This publication deals with reflections on teaching percussion in the music therapy training at Aalborg University (Denmark). Discussions are focused in challenges and characteristics of this teaching as follows: cultural differences, teaching based on Problem Based Methodology (PBL) and the ways...

This paper analyzes the main problems and difficulties in current college English oral English teaching practice, illustrates the relationship between oral English teaching and cross-cultural communication competence. On the one hand, cross-cultural communication plays an essential role in oral English teaching; besides, oral English teaching…

Full Text Available The paper reflects on the experience of designing and teaching a course on material culture and Chinese gardens. Involving traditional philosophy, ethics, religion, painting, calligraphy, craft, literature, architecture and horticulture, a classical Chinese garden can be considered a microcosm of Chinese culture. This essay discusses the textbooks and general organization of the course, particularly focusing on how students study the key elements (rocks, water, plants and architecture in building a Chinese garden. Some Chinese literature with representations of gardens that can be used for this class is also introduced. In addition, this essay uses two classical Chinese gardens built in the United States (the Astor Court and the Garden of Flowing Fragrance to discuss the appropriation of “Chinese-ness” in different geographical, physical and cultural environments. Finally, some available online resources and technologies that have enhanced student understanding of the subject matter are introduced.

Full Text Available This study examines, through a qualitative case study approach, how non-native- speaking (NNS Japanese language teachers in New South Wales (NSW teachculture and why. The study seeks to understand the pedagogy used to teachculture, teachers’ attitudes and beliefs on teachingculture and how these attitudes and beliefs have been influenced by past experiences. This study also explores how the NSW K-10 Japanese syllabus and concepts of Intercultural Language Learning (IcLL are being implemented in teachers’ classrooms. Two non-native-speaking (NNS Japanese language teachers from a selective secondary school in NSW were interviewed and their classes observed over three days. Analysis of interview and observation data shows that these teachers teachculture as determined by language content, integrate language and cultureteaching and teachculture as observable and factual. The study shows that both teachers view cultureteaching as easier than language teaching, however their views on the influence of the syllabus differ. The study explores the teachers’ past experiences and how these affect how they feel towards, and teachculture. Finally, this study looks at how the teachers’ practices reflect concepts of IcLL such as integrating language and culture, student-centered learning and how their status as NNS teachers affects their cultureteaching.

Full Text Available A primary goal of social justice educators is to engage students in a process of self-discovery, with the goal of helping them recognize their own biases, develop empathy, and become better prepared for culturallyresponsive practice. While social work educators are mandated with the important task of training future social workers in culturallyresponsive practice with diverse populations, practical strategies on how to do so are scant. This article introduces a teaching exercise, the Ethnic Roots Assignment, which has been shown qualitatively to aid students in developing self-awareness, a key component of culturally competent social work practice. Practical suggestions for classroom utilization, common challenges, and past student responses to participating in the exercise are provided. The dissemination of such a teaching exercise can increase the field’s resources for addressing the important goal of cultural competence training.

Students’ study strategies when exposed to activating teaching methods are measured, analysed and compared to study strategies in more traditional lecture-based teaching. The resulting learning outcome is discussed.......Students’ study strategies when exposed to activating teaching methods are measured, analysed and compared to study strategies in more traditional lecture-based teaching. The resulting learning outcome is discussed....

Students’ study strategies when exposed to activating teaching methods are measured, analysed and compared to study strategies in more traditional lecture-based teaching.......Students’ study strategies when exposed to activating teaching methods are measured, analysed and compared to study strategies in more traditional lecture-based teaching....

Students’ study strategies when exposed to activating teaching methods are measured, analysed and compared to study strategies in more traditional lecture-based teaching.......Students’ study strategies when exposed to activating teaching methods are measured, analysed and compared to study strategies in more traditional lecture-based teaching....

Students’ study strategies when exposed to activating teaching methods are measured, analysed and compared to study strategies in more traditional lecture-based teaching. The resulting learning outcome is discussed.......Students’ study strategies when exposed to activating teaching methods are measured, analysed and compared to study strategies in more traditional lecture-based teaching. The resulting learning outcome is discussed....

Teachingculture along with language in the foreign language classroom is not an easy job. The definition of culture varies from different context, and non-native speakers do not share the same background with native speakers, thus it brings many difficulties to those who want to learn or teachculture along with a foreign language. Challenges in teachingculture along with English will be discussed as an exemplar in this essay. Meanwhile, suggestion on how to teachculture in the English class-room will be proposed at the end of this work.

people'perception,evaluation and attitude are different among races, so there is culturaI-difference.And vocabnlary,especially culture-loaded words, Can reflect this kind of difference when it relates to values,religions,life styles and stereotypes, while the ordinary words,such as "book,pen" etc,always only have the perceptive meaning.For example,when a child from the Anglo-American world learns the word "dog".he will normally learns the cultural meaning of it: the dog is "man's best friend", and he will like dogs, as the saying "love me,love my dog". But a child brought up in the Chinese culture would be taught that the dog is a dirty and dangerous animal.So people who have been initiated into the culture which is associated with their mother tongue, are naturally inclined to interpret things with their own culture fervencies.As with teaching,teachers should not just make students master language points and grammars,but also irrigate the culture background of English and Chinese words.

Full Text Available Abstract Background Cultural competence, the ability to work in cross-cultural situations, has been acknowledged as a core skill for physiotherapists and other health professionals. Literature in this area has focused on the rationale for physiotherapists to provide culturally-competent care and the effectiveness of various educational strategies to facilitate the acquisition of knowledge about cultural competence by physiotherapists and physiotherapy students. However, there is a paucity of research on how students with different cultural needs, who are attending one university class, can be accommodated within a framework of learning core physiotherapy skills to achieve professional standards. Results This paper reports on steps which were taken to resolve the specific needs of a culturally-diverse body of first year physiotherapy students, and the impact this had on teaching in a new physiotherapy program located in Greater Western Sydney, Australia. Physiotherapy legislative, accreditation and registration requirements were considered in addition to anti-discrimination legislation and the four ethical principles of decision making. Conclusions Reflection on this issue and the steps taken to resolve it has resulted in the development of a generic framework which focuses on providing quality and equitable physiotherapy education opportunities to all students. This framework is generalizable to other health professions worldwide.

This paper examines Vietnamese EFL teachers' beliefs about the role of culture in language teaching. It also considers how they address culture in their teaching practices in a Vietnamese university. Ethnographic data collected from semi-structured interviews indicated that opportunities for culture to find its way into EFL classroom activities…

This paper examines Vietnamese EFL teachers' beliefs about the role of culture in language teaching. It also considers how they address culture in their teaching practices in a Vietnamese university. Ethnographic data collected from semi-structured interviews indicated that opportunities for culture to find its way into EFL classroom activities…

This essay argues that the promotion of Corporate Social Responsibility (CSR) and ethical business conduct is very important. CSR nowadays has become crucial issue as major companies are expected to demonstrate their commitment to society’s values through actions. The current article explains, evaluates, and applies to relevant examples of the narrow, broader socio-economic, as well as broad maximal view of CSR. It also critically describes how organizations can develop ethical cultures and c...

Educational theorists working within the tradition of Jacques Derrida and Emmanuel Levinas's thought, posit teaching to be a site of implied ethics, that is, a realm in which non-violent or less violent relations to the other are possible. Derrida links ethics to the realm of friendship, enabling one to understand teaching as a site of the…

Full Text Available This literature review surveys fifty years of English language teaching scholarship on the topic of cultureteaching. The review segments the available literature according to decade and applies two guiding questions to each resource found: How is culture defined and What does cultureteaching look like. The report of findings details how authors in each decade literature set define culture and cultureteaching. Discussion of the findings offers general observations of developments as well as consistencies over the entire literature set (1965-2015. This literature review will be of interest to current and emerging English language teaching scholars involved in cultureteaching scholarship. It is dedicated to ASOCOPI’s fifty-year anniversary (1965-2015.

This discussion examines some of the major issues and attributes of culturallyresponsiveteaching. It begins with explaining my views of culturallyresponsiveteaching and how I incorporate culturalresponsiveness in my writing to teach readers what it means. These general conceptual frameworks are followed by a discussion of some specific…

This discussion examines some of the major issues and attributes of culturallyresponsiveteaching. It begins with explaining my views of culturallyresponsiveteaching and how I incorporate culturalresponsiveness in my writing to teach readers what it means. These general conceptual frameworks are followed by a discussion of some specific…

Discusses the teaching of business ethics. Draws conclusions about teaching business ethics noting that such instruction must start with the principles of capitalism and the functions of a market economy. (SG)

Discusses the teaching of business ethics. Draws conclusions about teaching business ethics noting that such instruction must start with the principles of capitalism and the functions of a market economy. (SG)

The teaching personal and social responsibility (TPSR) in physical education (PE) has a research base dating back some years. There is significant literature pertaining to senior students, the underserved, problem youth in America, teachingresponsibility in gym settings, and through PE and in special projects. At the fore-front of this literature…

The teaching personal and social responsibility (TPSR) in physical education (PE) has a research base dating back some years. There is significant literature pertaining to senior students, the underserved, problem youth in America, teachingresponsibility in gym settings, and through PE and in special projects. At the fore-front of this literature…

This book examines what is needed to accomplish the task of staffing U.S. schools with culturallyresponsive teachers, discussing the specific elements of teacher education programs needed for the country's diverse public schools. The book focuses on the importance of recruiting and preparing a diverse teaching force, proposing a vision for…

In this commentary on "Corporate Responsibility to Respect Human Rights and Business Schools' Responsibility to Teach It" (McPhail 2013), the author discusses how McPhail's paper examines human rights teaching principles, the question of why corporations and business schools should respect and teach human rights, and how business…

In this commentary on "Corporate Responsibility to Respect Human Rights and Business Schools' Responsibility to Teach It" (McPhail 2013), the author discusses how McPhail's paper examines human rights teaching principles, the question of why corporations and business schools should respect and teach human rights, and how business…

While researchers have examined how disciplinary and departmental cultures influence instructional practices in higher education, there has yet to be an examination of this relationship at the embodied level of culture. In this article we utilize cultural models theory to examine the theories of student learning and teaching practice espoused and…

We appreciate the comments provided by Leung et al., in response to our recently published article “In Vitro Cell Culture Infectivity Assay for Human Noroviruses” by Straub et al. (1). The specific aim of our project was to develop an in vitro cell culture infectivity assay for human noroviruses (hNoV) to enhance risk assessments when they are detected in water supplies. Reverse transcription (RT) qualitative or quantitative PCR are the primary assays for waterborne NoV monitoring. However, these assays cannot distinguish between infectious vs. non-infectious virions. When hNoV is detected in water supplies, information provided by our infectivity assay will significantly improve risk assessment models and protect human health, regardless of whether we are propagating NoV. Indeed, in vitro cell culture infectivity assays for the waterborne pathogen Cryptosporidium parvum that supplement approved fluorescent microscopy assays, do not result in amplification of the environmentally resistant hard-walled oocysts (2). However, identification of life cycle stages in cell culture provides evidence of infectious oocysts in a water supply. Nonetheless, Leung et al.’s assertion regarding the suitability of our method for the in vitro propagation of high titers of NoV is valid for the medical research community. In this case, well-characterized challenge pools of virus would be useful for developing and testing diagnostics, therapeutics, and vaccines. As further validation of our published findings, we have now optimized RT quantitative PCR to assess the level of viral production in cell culture, where we are indeed finding significant increases in viral titer. The magnitude and time course of these increases is dependent on both virus strain and multiplicity of infection. We are currently preparing a manuscript that will discuss these findings in greater detail, and the implications this may have for creating viral challenge pools

Teaching can be viewed as a cultural practice in which teaching is embedded in the culture of the teacher and informed by the culture of the students (Bell, 2011). In this paper, a narrative is presented detailing an authentic example of teaching in New Zealand in which culture is prioritised. It describes the challenges faced by a young female…

Full Text Available Introduction: Patient safety culture is an important part of improvement in the safety of health care. Knowing its present status is required for development of safety culture. The present study aimed to evaluate the current status of Patient safety culture in hospitals of three central provinces of Iran. Method: The present cross-sectional study was performed in teaching hospitals of Tehran, Alborz, and Qazvin provinces. The standard HSOPSC questionnaire was used for evaluation of the patient safety culture from the viewpoint of 522(Qazvin: 200, Tehran: 312, Alborz: 40 individuals who were randomly selected as workers of the hospitals. The collected data were analyzed using Chi-square and ANOVA tests. Results:The mean positive response to 12 aspects of the patient safety was 62.9%. “Organizational learning” had the highest proportion of positive response (71.18% and “Handoffs & Transitions” had the lowest (54.49%. There was a statistically significant difference in scores of “Teamwork within Units”(p=0.006(,”Manager Expectations & actions promoting”(p=0.014,”organizational learning and continuous improvement”(p=0.001, “Management support”(p=0.007, “Feedback and communication”(p=0.012, and “Communication openness”(p=0.003 among the provinces, respectively. Conclusion: We performed a full assessment of the patient safety culture in the studied provinces. Organizational learning was satisfactory in the hospitals. The studied hospitals need arrangement of safety-based programs and supports of senior administrators to perform more sophisticated efforts and improve the patient safety culture.

During interview with English majors, it was found that a majority of students expressed disappointment with their experience of English literature classes. Students' dislike of learning English literature appears to be the major problem of teaching English literature in China. Reader response approach is a good way to solve this problem. In this paper, I explain the rationale behind the reader response approach, such as its origin, definition, features, assumptions, and strategies. Then I illustrate how reader response approach works as a teaching strategy by presenting several teaching models. At last I evaluate its usefuiness for teachers and present the advantages of reader response approach in Chinese context.

Full Text Available This essay argues that the promotion of Corporate Social Responsibility (CSR and ethical business conduct is very important. CSR nowadays has become crucial issue as major companies are expected to demonstrate their commitment to society’s values through actions. The current article explains, evaluates, and applies to relevant examples of the narrow, broader socio-economic, as well as broad maximal view of CSR. It also critically describes how organizations can develop ethical cultures and corporate ethics programs for CSR.

The ability of an organization to effectively move from an anticipatory to an ad hoc strategy may well depend on the organization having the ability to balance these two apparently dichotomous cultural styles. The organization which is most capable of making the necessary transition in an optimal manner may well exhibit some aspects of both cultural styles during normal operations. Data collected at one NPP does exhibit this pattern of results, with the organization exhibiting a clear hierarchical chain of command and perceived conventional behavioral expectations as well as exhibiting a more decentralized and collegial approach to decisionmaking, a team work orientation, and informal communications. Thus, it is expected that this organization possesses the capabilities to make a successful transition from an anticipatory to an ad hoc strategy. Data collected at a second NPP more strongly exhibits the traditional style suggested as being important during the anticipatory strategy, with more formal communications and bureaucratically controlled decision-making. This organization may experience difficulty if faced with the need to make a transition from an anticipatory to an ad hoc strategy. These conclusions are further validated based on observation of Emergency Preparedness Exercise Inspections, which suggest that the more anticipatory types of behaviors actually inhibit successful performance during an ad hoc response. The final validation of these hypotheses needs to be demonstrated with cultural data collected during emergency simulations. The mechanism to obtain such data during these types of situations is an area for future research.

The ability of an organization to effectively move from an anticipatory to an ad hoc strategy may well depend on the organization having the ability to balance these two apparently dichotomous cultural styles. The organization which is most capable of making the necessary transition in an optimal manner may well exhibit some aspects of both cultural styles during normal operations. Data collected at one NPP does exhibit this pattern of results, with the organization exhibiting a clear hierarchical chain of command and perceived conventional behavioral expectations as well as exhibiting a more decentralized and collegial approach to decisionmaking, a team work orientation, and informal communications. Thus, it is expected that this organization possesses the capabilities to make a successful transition from an anticipatory to an ad hoc strategy. Data collected at a second NPP more strongly exhibits the traditional style suggested as being important during the anticipatory strategy, with more formal communications and bureaucratically controlled decision-making. This organization may experience difficulty if faced with the need to make a transition from an anticipatory to an ad hoc strategy. These conclusions are further validated based on observation of Emergency Preparedness Exercise Inspections, which suggest that the more anticipatory types of behaviors actually inhibit successful performance during an ad hoc response. The final validation of these hypotheses needs to be demonstrated with cultural data collected during emergency simulations. The mechanism to obtain such data during these types of situations is an area for future research.

This collection of papers examines how the contexts in which language teaching occurs impact the aims and methods of language teaching. Ten papers focus on the following: "Introduction: Context and Culture in Language Teaching and Learning" (Mike Byram and Peter Grundy); "From Practice to Theory and Back Again" (Claire…

Peer review of teaching is recognized increasingly as one strategy for academic development even though historically peer review of teaching is often unsupported by policy, action and culture in many Australian universities. Higher education leaders report that academics generally do not engage with peer review of teaching in a systematic or…

Education systems are culturally embedded and, therefore, difficult to improve without understanding actions, beliefs, and attitudes related to education existing within the culture. This article discusses the role culture plays in the teaching and learning of mathematics. It specifically dwells on the ways culture could benefit learners from…

Examines the three stages in cross-cultural education: (1) planning; (2) the experience itself; and (3) reflection. Reconsiders the nature of teaching and learning in cross-cultural education as a process that allows students to maintain their own cultural selves within the unnatural conditions of crossing cultures. (Author/CCM)

This study explores the perceptions of culturally relevant science teaching of 35 teachers of American Indian students. These teachers participated in professional development designed to help them better understand climate change science content and teaching climate change using both Western science and traditional and cultural knowledge. Teacher…

Second Language (L2) and Foreign Language (FL) curricula have a cultural component intricately woven into the fabric of the language syllabus. To teach language, one must also teach the culture inherent in the language, including the verbal as well as the non-verbal aspects. A review of the literature will show that studying the target culture…

This paper describes the prerequisites for development in the area of cross-cultural multimedia didactics. This approach is based on research studies of differences between mentalities, ways of working with educational information, culturally-specific teaching methods and teaching techniques that determine differentiated approaches to the choice…

Knowledge is created in the crucible of culture, and is mediated by the nature of nature. In the teaching of diverse students, teachers need to understand the process by which cultural paradigms, juxtaposed to the process of knowledge construction, may potentially create multiple realities for different students. When teaching diverse students,…

With China’s influence in the world, we should not ignore the importance of teaching Chinese culture in Language teaching. In this thesis, the author investigated some teachers in a university to explore the teacher’s current English-Chinese culture input awareness in college English teaching, then give some suggestions based on some theories and hope that college teachers will make English class more adaptive to cultivate student’s Intercultural Communication Competence (ICC) ability.

Contemporary teacher education, like other aspects of tertiary education, involves regimes for assessing quality of teaching. These regimes include student assessment of and feedback on teaching. These are widely considered problematic, and yet there are few signs that teacher educators reject the notion that student responses have something of…

How to teach children's English has been a concerned question for many years by teachers and experts.This article presents an experimental study of applying Total Physical Response (TPR) teaching method in children's class,results analysis and pedagogical implications.

This paper analyzes teaching and learning in urban science classrooms in which most of the students are African American and from low-income homes. Their teachers are also racial minorities and yet they struggle to teach successfully across cultural boundaries. The first set of case studies involves a male teacher who taught in a high-energy way that produced structures for students to get involved in the doing of science. His verbal fluency and expressive individualism, involving emphatic gestures, rhythmic use of his body, and voice intonation maintained student participation. A second case study examines successful interactions among the students, involving an argument over competing models for chemical valence. Whereas the students interacted successfully, the teacher was frequently out of synchrony in terms of amplitude, pitch, and non-verbal actions. The key implication is the necessity for teachers and students to learn how to interact successfully in ways that produce positive emotional energy, a sense of belonging to the class, and a commitment to shared responsibility for one another's participation. Aligning the cultures of teaching and learning offers a possibility that fluent interactions will occur, afford success, and facilitate the learning of science.

This paper critically analyses the essay"The Cultural Difference and Teaching of English Lexicology"and suggests some methods of introducing cultural factors into English teaching to truly achieve the communicative competence of words.

Decision making during instruction that is responsive to children's mathematical thinking is examined reflexively by the researcher in the context of teaching second graders. Focus is on exploring how the research base on learning informs teaching decisions that are oriented to building on children's sound conceptions. The development of four…

This paper is primarily concerned with alternative teaching methodologies. Creative teaching methodologies place the student at the center of the learning process. This paper is a case study of 'Orion - promotion of the Vučedol culture' project as a self-sustainable cultural product. The primary goal of the project is the promotion of heritage through cultural tourism. The 'Orion' project was launched in cooperation with third year undergraduate students at the Department of Tourism of VERN U...

This study investigates how the Pierre Verger Cultural Space (PVCS), an educational organization dedicated to teaching Afro-Brazilian culture in Bahia, uses music to construct a sense of Afro-Brazilian self. Located in a poverty-stricken neighborhood of Salvador, Bahia, the PVCS sees its mission as "rescuing" ("resgatar") an…

This study investigates how the Pierre Verger Cultural Space (PVCS), an educational organization dedicated to teaching Afro-Brazilian culture in Bahia, uses music to construct a sense of Afro-Brazilian self. Located in a poverty-stricken neighborhood of Salvador, Bahia, the PVCS sees its mission as "rescuing" ("resgatar") an…

This study investigates how the Pierre Verger Cultural Space (PVCS), an educational organization dedicated to teaching Afro-Brazilian culture in Bahia, uses music to construct a sense of Afro-Brazilian self. Located in a poverty-stricken neighborhood of Salvador, Bahia, the PVCS sees its mission as "rescuing" ("resgatar") an Afro-Brazilian sense…

Full Text Available The present article gives account of the results of a research project developed at the University of Caldas with a group of preservice teachers and advisors. The purpose of the work was to sensitize the academic community about the importance of rescuing the cultural identity of rural school students. To achieve this goal, advisors and preservice teachers innovated the school curriculum by integrating the coffee culture to the English program. The study revealed that preservice teachers became skillful at designing content-based tasks that were more meaningful for the students; likewise, they became more sensitive to the problems that affected rural students and their families. It was also found that these students became aware of the commitment they had with the region and its surroundings;
furthermore, because classes were more appealing, their motivation increased significantly.
Key words: Cultural integration, curriculum, preservice teacher, foreign language teaching-learning process, rural school
Este artículo da cuenta de los resultados de una investigación desarrollada en la Universidad de Caldas
con un grupo de educadores en formación y sus asesoras, con el fin de sensibilizar a la comunidad académica sobre la importancia de rescatar la identidad cultural de los estudiantes de las escuelas rurales. Para lograr este objetivo, las asesoras y educadores en formación realizaron innovaciones en el currículo al integrar la cultura cafetera a los contenidos de los cursos de inglés. El estudio demostró
que los docentes en formación desarrollaron habilidades para diseñar actividades que integraran los contenidos de inglés con la cultura cafetera y que fueran más significativas para los estudiantes. Asimismo, se mostraron más sensibles hacia los problemas que afectaban a los estudiantes y a sus
familias. Se encontró también que los estudiantes de las escuelas rurales se concientizaron acerca del compromiso que deb

中西方文化存在着很大差异.由于文化差异在交际中产生的影响和出现的问题,给英语教学带来一定的困难.因此要重视这些影响和问题在英语教学中的重要性,并相应地提出在英语教学中解决这些问题的方法和途径.%This thesis explains culture and cultural differences between China and western countries. An analysis of problcms caused in communition without knowing cultural differences is provided.The problems embody the importance of teachingculture. English must be taught with its culture.The appoaches of introducing culture in English suggest language can be learned in culture and culture should be taught in language. Meanwhile teacher's knowledge of culture is emphasized.

It is recognized that language is an essential part of culture. It reflccts the cultural contents and connotation. Namely, language is the carrier of culture. And the impact of culture upon language is something intrinsic and indispensable. While, at middle schools, it is the basic and important stage to learn a foreign language. Therefore it is a key point to teach English cultural background knowledge. This paper aims at introducing four methods of cultural background teaching： strenghtening cultural education by comparison; introducing the cultural meaning and connotation of vocabulary; communication in class; extracurricular activities. I hope this paper can help students increase interests in English learning, know more about English cultures and improve communication abolity of crossculture.

The use of role-playing ("active learning") as a teaching tool has been reported in areas as diverse as social psychology, history and analytical chemistry. Its use as a tool in the teaching of engineering ethics and professionalism is also not new, but the approach develops new perspectives when used in a college class of exceptionally wide cultural diversity. York University is a large urban university (40,000 undergraduates) that draws its enrolment primarily from the Greater Toronto Area, arguably one of the most culturally diverse cities in the world, embracing the largest percentage of Canada's immigration. Among the area's five million inhabitants, 50% identify themselves as a visible minority born outside Canada, while over 100 languages and dialects are spoken daily. Although students admitted from this international pool have usually been exposed to western attitudes during secondary education and are rapidly assimilated into Canadian culture, responses to specific ethical issues are strongly influenced by their prior culture. Two and three-part scripts for case studies based on NSF or original scenarios were written to illustrate issues such as gifts, attitudes towards women and ethnic minorities, conflict of interest, whistle-blowing, sexual harassment, individual rights, privacy, environment, intellectual property, and others. Following the presentation, the actors lead group discussion based on previously specified questions. Once the initial shyness and reluctance of some cultures has been overcome through the building of rapport, students have written original scripts based on hypothetical or prior personal situations. The method is now being adopted in a short course format to assist the professional integration of foreign trained engineers.

Describes a program for teaching business ethics to undergraduate business students at the Hong Kong Baptist University. Provides an anecdotal account to illustrate that in non-Western cultural contexts, figurative rather than scientific language often captures the essence of qualitative phenomena. Underscores the importance of understanding and…

Sustaining teachers in culturally and linguistically diverse schools has been a prominent issue for years. This qualitative study focused on the impact of an enhanced preparation program on the cultural dispositions of five pre-service mathematics teachers. It is postulated that if positive cultural dispositions are developed in teacher…

Culture is recognised as an important part of languages teaching in Australia and has been increasingly integrated into policy and curriculum documents and the general rhetoric of languages education. The result is that policies include statements about aspects of cultural competence. However, the nature and scope of the cultural component in…

Academic cultures might be perceived as conservative, at least in terms of development of teaching and learning. Through a lens of network theory this conceptual article analyses the pattern of pathways in which culture is constructed through negotiation of meaning. The perspective contributes to an understanding of culture construction and…

How are English texts selected to teach students from culturally diverse backgrounds in Australia and England? The English curricula in both countries aim for students to read and interpret meanings through texts, while learning about their culture, and that of cultural others. However, the current list of prescribed texts in both curricula are…

Recognizing that to learn about culture will aid the new Canadian in attaining cultural awareness, this article argues that it is imperative to develop strategies for teaching about culture. Using folklore as a critical methodology in the ESL classroom is such a strategy. Because folklore is an intrinsic part of everyday life, its use promotes and…

Legitimate teacher authority is fundamental to effective teaching, but is often a thorny issue that teachers need to grapple with when teaching in cross-culturalteaching contexts. By interviewing 18 pre-service Chinese language teachers on their understanding of legitimate teacher authority throughout teaching practicum at international schools…

语言与文化密不可分。语言是文化的载体，文化是语言的底座。在外语教学过程中不仅要培养学生听、说、读、写、译等基本技能，更重要的是要进行文化教学，让学生更好地了解所学语言的文化背景，培养学生的跨文化意识，提高其跨文化交际能力。本文从语言与文化的关系出发，针对目前国内英语教学中存在的不足，阐述了英语教学中文化导入的重要性，论述了文化导入需遵循的三个原则，最后分析了英语教学过程中文化导入的方法。%Language is closely and inseparably related to culture. Language is the carrier of culture while culture is the base of the lan-guage. In foreign language teaching process, language teachers should not only develop students' basic skills such as listening, speaking, reading, writing and translating, but also should pay more attention to culturalteaching and make students have a better understanding of the cultural backgrounds of the foreign language that they learn, in order to develop the students' cultural consciousness and improve their intercultural communicative competence. Because of the flaws of English teaching in our country , this paper firstly explain the importance of teachingculture in English teaching on the basis of the relationship between language and culture, next put forward three principles of culturalteaching. Finally analyze the methods of cultureteaching in the English teaching process.

Describes a course unit on Goethe's "Werther," in which an inductive approach to discussion teaching is used to introduce German literature to college students with little literary background through class activities and discussion topics to stimulate student interest. (Author/CB)

Describes a course unit on Goethe's "Werther," in which an inductive approach to discussion teaching is used to introduce German literature to college students with little literary background through class activities and discussion topics to stimulate student interest. (Author/CB)

Teaching youths who affiliate with a gang can be a daunting task. Risk factors for gang membership often compound across life domains and affect pro-social connectedness, cause feelings of marginalization, and hinder life-skill development. Sports and physical activities that are structured within a positive youth-development framework provide an…

With environmental awareness in the societies of today, political steering documents emphasize that all education should include sustainable development. But it seems to be others competing ideals for teaching physics, or why do the physics teachers teach as they do? Physics teachers in secondary school in Sweden have generally, been focused on facts and a strong link with scientific theories and concepts. In general, the curriculum sway the teaching, a standard text book in physics is used, the teaching is organized according to the book and the teacher deals with and demonstrates typical tasks on the whiteboard and group work is common for special issues related to tasks from the textbook or elaborating. The aim with this study is to analyze why physics teachers in upper secondary school choose to teach energy as they do. Data emerging from a questionnaire focused on indicators of the teachers' cultural and economic assets, or capital, according to the work of Pierre Bourdieu's sociology. Especially his concept on life styles and habitus provide a tool for analysis. We focus on physics teachers' positions in the social space, dispositions and standpoints towards the ideal way to teach physics in upper secondary school (n = 268). Our response rate is 29 % and due to the low response rate a non response bias analysis was made. In our analysis we primarily sought for groups, with a cluster analysis based on the teaching practice, revealed common features for both what and how they teach and three different teaching types emerged. Then we reconstructed the group habitus of the teachers by analyzing dispositions and standpoints and related those to the specific polarization of sacred values, that is struggles about the natural order (doxa) in the social space of science education, which is a part of and has boundaries to dominating fields like the natural sciences and the political fields (curriculum etc.). Three teacher-groups' habituses are described and analyzed

Full Text Available This study deals with the cultural dimensions of EIL, which are analysed based on the following domains: (a subjects’ attitudes toward teaching about specific cultures (native and non-native; and (b subjects’ attitudes toward teaching about culture in general. In essence, a view of culture based on native cultures can emerge from three different approaches: it may promote British culture only, it may focus on both the UK and the US, or it may incorporate other English native cultures. Likewise, a more international viewpoint can also be offered from three perspectives: it may refer to ESL contexts only, it may present both ESL and EFL communities – including the local culture – or it may introduce international aspects not specific to any culture. However, the analysis of data in this study indicates that the subjects’ attitudes toward teachingculture do not usually correspond to just one of these perspectives; rather, teachers display a manifold set of beliefs which may at times be closer or more distant to an international approach to teachingculture.

The purpose of this "teaching tips" article is to describe practical classroom instruction that helps elementary students write expository responses to narrative texts. It focuses on the importance of scaffolded, interactive discussions comprised of a combination of teacher think alouds and similar student responses before, during, and after…

Full Text Available Problem statement: The role of literature in enhancing readers cultural understanding in the language classroom was explored. It was a part of an extensive research which focused mainly on language learning and creativity. It is argued that the interface of language, literature and culture are at the forefront of present-day language and literature learning and this facilitates inter-racial, intra-racial and global understanding. Approach: As method, a quasi-experimental study was conducted on two intact groups; the control (n = 30 and experimental (n = 30 groups. Both groups underwent an eight week experiment whereby one short story, The Burden of Sin by S. Karthigesu was taught to both groups. The control group was taught using the routine and traditional reading and comprehension teaching approach while the experimental group was taught using the reader response approach adapting Ibsens the I Model text exploration and literary devices. Results: Descriptive and inferential statistical analyses were conducted on the data collected using two non-parametric tests: The Wilcoxon Signed Ranks test to determine the significant difference between the experimental groups pretest and posttest scores and the Mann-Whitney U test to determine the significant difference between the scores of the experimental and control groups. Conclusion: The results proved to be substantially significant. The findings revealed that cultural understanding can be taught through literature in a language classroom and it is a valuable instructional medium in the learning of culture.

Describes a course at Marist College, Poughkeepsie, New York, in which multimedia and computer-assisted instruction are used to teach Russian culture. The use of this approach to meet individual student needs in large classes is discussed. (SED)

Through this case study the author explores how an exemplary teacher utilized social studies curriculum and pedagogy to engage English language learners (ELLs) in learning in a culturally relevant and meaningful way and discusses practical implications for teaching and learning.

This article aims at the discussion of cultural interferences in foreign language teaching and learning for Chinese non-English majors. It also calls for more attention from teachers, textbook compilers, and students themselves.

This paper tries to show the evidences that indicate how teaching Sociolinguistics can result in a number of valuable outcomes, including helping students understand and appreciate other cultures different from theirs...

Through this case study the author explores how an exemplary teacher utilized social studies curriculum and pedagogy to engage English language learners (ELLs) in learning in a culturally relevant and meaningful way and discusses practical implications for teaching and learning.

This article tackles the problem of cultural interferences in foreign language teaching andlearning for Chinese learners of English.It also calls for more attention from teachers,textbook com-pilers and students themselves.

The article discusses the problem of implementing socio-cultural component in the process of teaching a foreign (Russian) language. The basic principle of teaching foreign languages focuses on linguistic identity of a student at a concrete study stage. Linguistic identity represents a multi-componential set of language abilities, skills and inclination towards certain language behavior. The principle of focusing teaching on the formation of a learner as a linguistic personality presents a cha...

This article discusses the importance of using authentic materials to teach foreign students to communicate in English in a natural way, teach them about the target culture, and help them to engage in critical thinking. Since authentic materials have been defined in various ways, this researcher has chosen for this article two definitions which…

The results of an investigative process are reported that centre on the impact that modular curricular organization and its interdisciplinary activity are having on the teachingculture in the Degree in Social Education at the University of the Basque Country (UPV/ EHU). This understanding of the curriculum is a seminal change for teaching staff…

This paper discusses how the use of digital technologies may support a shift of cultural practices in teaching and learning, to better meet the needs of 21st century higher education learners. A brief discussion of the changing needs of the learners is provided, followed by a review of the overall impact of digital technologies on teaching and…

In this paper, I reflect on my experiences as a Chinese educator, attempting to take my previous experiences into a new situation: teaching in the UK. These reflections take me down a path that shows how my Chinese cultural background and experiences created both challenges and opportunities for my teaching. I attempt to show how important it is…

There is a distinct class difference in the way that children are taught school behavior. Teachers in affluent schools use more implicit teaching techniques while teachers of low-income children are more explicit in their teaching of behavior. This stems largely from the alignment of the home culture of middle class children to school behavior and…

Interest in what constitutes effective teaching in Pre-K-12 and higher education is nearly universal. This important text explores this interest at the college and university level from a unique, international perspective. "Teaching at the University Level: Cross-Cultural Perspectives from the United States and Russia" brings to one…

As a byproduct of on-line love,English crosscultural love email is special and useful in its own way and can be creatively applied in our teaching.In this paper,I attempt to discuss the strengths and limitation of English cross-cultural love emails in English teaching.

As a reflection on pedagogy, this essay seeks to provide strategic tools for teaching Native American literature and culture to non-native students. My teaching philosophy is informed by the indigenous-centered, decolonial methodologies as defined by Devon Mihesuah who calls for "indigenizing" the academy by challenging the status quo…

With the growing multicultural population within the United States, healthcare providers need to be prepared to care for and educate adult clients from various cultural backgrounds. The purpose of the study was to examine the teaching and assessment methods being used by faculty in the education of future physical therapists in teaching the…

This paper reports on a cross-cultural outreach activity of the current UK "Spatial Literacy in Teaching" (SPLINT) Centre of Excellence in Teaching and Learning (CETL), a past UK Economic and Social Research Council (ESRC) grant, and shared interests in family names between Japanese and UK academics. It describes a pedagogic programme developed…

@@ Two conflicting pedagogical views exist in teaching EFL (English as a foreign language) abroad. One, promoted chiefly by native English speaking teachers, is that English teaching should be done with reference to the socio-cultural norms and val-ues of an English-speaking country, with the pur-pose of developing bilingual and bicultural individu-als.

This essay is to help TESOL teachers to think about their importance of being the cultural mediators and how to be good mediators as well. Firstly, in this article, some concepts about language, culture and the connections between them are intro⁃duced. Then it explores why it is important for English teachers to view themselves as cultural mediators and in what way they are cultural mediators. Finally, the study reflects on the situation in a tertiary teaching context.

A major challenge facing the nursing profession is to educate and assist nurses to develop the skills to provide culturally relevant care. This article describes one school's multicultural curriculum for baccalaureate nursing students and a tool to measure changes in behaviors and attitudes. The article presents the psychometric properties of the Cross-Cultural Evaluation Tool that yields a cross-cultural interaction score. Successful teaching strategies are presented that are substantiated by increased student cross-cultural interaction score scores.

This paper proposes a framework for the development of culturallyresponsive practices in beginning teachers to meet the needs of diverse students in multicultural classrooms. The framework describes the trajectory beginning teachers undergo toward becoming culturallyresponsive and discusses how teacher educators in liberal arts colleges can…

While extensive research has been conducted on classroom management little research exists on culturallyresponsive classroom management. The primary purpose of this qualitative study was to examine how four novice teachers developed their culturallyresponsive management practice (CRCM) to better meet the needs of their students. My analysis was…

While extensive research has been conducted on classroom management little research exists on culturallyresponsive classroom management. The primary purpose of this qualitative study was to examine how four novice teachers developed their culturallyresponsive management practice (CRCM) to better meet the needs of their students. My analysis was…

Full Text Available In the present paper, I aim to shed light on the importance of cultural competence from three perspectives. First, in my capacity as a sociolinguist, I will talk about how Hungarian culture is incorporated in the textbook "Colloquial Hungarian" (Rounds and Sólyom 2011, providing particular examples from various dialogues and cultural notes from the book. I believe that linguistic competence, communicative competence, and cultural competence are equally important parts of foreign language teaching and foreign language learning. Second, as a foreign language instructor at U.S. study abroad programs, I plan to discuss the importance of cultural norms of the speakers of the local language in the host country. Third, as a director of an American cultural and resource center in Budapest, I will talk about the importance of building bridges between two cultures, describing the goals and missions of the center as well as giving specific examples of the activities of the American Corner Budapest.

This arricle is a research into the relationship between language and culture, cultural elements implied in vocabulary,and the way to widen a student's ken of cultural background information in Extensive Reading class of English.

Describes the nature of culture, and examines the cultural and learning differences between Japan and Great Britain in relation to the communicative approach. Warns of stereotyping that ignores sub-cultures and individual personality. (Author/VWL)

Suggests that self-assessment and self-awareness can help Catholic educators to reexamine attitudes toward and interactions with others, especially those of other cultures. Underscores the importance of cultural literacy and cross-cultural formation. (DMM)

Technology and high accessibility to networking media in both private and professional contexts have made online teaching and learning a norm and reality for tertiary education across the world. Online teaching and learning do not only apply to distance education and Massive Online Open Courses (MOOCs), but they also apply effectively to on-campus education as an integral component of blended teaching and learning. Current instructors and students communicate in a wide range of “contact” sit...

The relation of language to culture is a relation of part to whole. Language is the primary means by which a culture transmits its beliefs, values and norms. There exists great difference between Western culture and Chinese culture indeed. For ex-ample, the etiquette is one of the most conspicuous differences between them. In a general sense, there is different etiquette due to the factors like geographical position, human race difference, religion. This paper demonstrates the different etiquette culture be-tween Western countries and China from greeting, gratitude, compliments and farewell to guide oral English teaching so that stu-dents could cross the barrier on etiquette culture when they communicate with English speakers. The aim of this paper is to arise the attention on etiquette of different cultures for English teachers and combine it with oral English teaching.

Science education reform in the United States has been slow to reduce the troubling science achievement gap between students from mainstream and non-mainstream backgrounds. Recent data suggest the gap persists in spite of improved attention to the multicultural education of teachers, and in spite of recent, more culturally inclusive and responsive curricular materials and instructional recommendations. In this study, I examine the cases of two European American male novice science teachers in middle schools with highly diverse populations, exploring their perceptions of the necessity of adapting their instructional approaches and the science curricula in order to meet the needs of their predominantly Native American, Mexican American, and African American students. Two theoretical frameworks inform this study, Rodriguez's (2005) sociotransformative constructivism, and Freire's critical pedagogy. I apply a qualitative case study method, to better understand and analyze the classroom setting and power relations of the context. Data consist of semi-structured interviews with each teacher, classroom observation and other field notes, the science curricular and instructional materials, and teachers' lesson plans. Each teacher acknowledged the ethnicities of students positively and noticed distinctive ethnocultural features (e.g., quinceaneras, Mexican Americans). Yet, their teaching approaches were primarily teacher-centric and monocultural. Each followed the book, usually lecturing, and striving dutifully to "cover" the topics. They did not solicit students' knowledge or engage them in dialog to explore their thinking. Even when the curriculum guide detailed relevant science knowledge students of some cultural groups might have, both teachers declined to use it. These well-meaning teachers did not fully perceive that students whose culture was different from their own might have different and relevant knowledge, experiences, or histories which were resources for

The relationship between medical schools and their teaching hospitals involves a complex and variable mixture of monopoly and monopsony power, which has not been previously been ethically analyzed. As a consequence, there is currently no ethical framework to guide leaders of both institutions in the responsible management of this complex power relationship. The authors define these two forms of power and, using economic concepts, analyze the nature of such power in the medical school-teaching hospital relationship, emphasizing the potential for exploitation. Using concepts from both business ethics and medical ethics, the authors analyze the nature of transparency and co-fiduciary responsibility in this relationship. On the basis of both rational self-interest, drawn from business ethics, and co-fiduciary responsibility, drawn from medical ethics, they argue for the centrality of transparency in the medical school-teaching hospital relationship. Understanding the ethics of monopoly and monopsony power is essential for the responsible management of the complex relationship between medical schools and their teaching hospitals and can assist the leadership of academic health centers in carrying out one of their major responsibilities: to prevent the exploitation of monopoly power and monopsony power in this relationship.

The purpose of this study is to investigate the effect of the Sing, Spell, Read, Write (SSRW) phonics curriculum that uses explicit and systematic methods and incorporates music to teach literacy skills implemented as a tier-two reading intervention in the Response to Intervention process to meet the cultural and linguistic needs of English…

It was a pleasant surprise to see Gary White's call for papers on race and physics teaching. We definitely think that the physics teaching and learning of students from diverse and minority backgrounds is an important issue to discuss, especially given the fact that bias and discrimination are common experiences in the lives of many Latinx, including school-age children and college students.

As dance educators in Philadelphia's schools and instructors of dance pedagogy at the university level, the authors offer a glimpse into their teaching practices as a resource for others. The co-authors have a collective twenty years of teaching experience in urban environments, from Shanghai to Chicago, and Philadelphia, where they met as…

As dance educators in Philadelphia's schools and instructors of dance pedagogy at the university level, the authors offer a glimpse into their teaching practices as a resource for others. The co-authors have a collective twenty years of teaching experience in urban environments, from Shanghai to Chicago, and Philadelphia, where they met as…

The study explores the complexities associated with graduate language instructors' NS/NNS identities and teaching of culture. Researchers, who work mainly in the English as a Second/Foreign Language field, have been discussing this divide and have examined the advantages and disadvantages each group brings to the profession, but not the influence…

The study explores the complexities associated with graduate language instructors' NS/NNS identities and teaching of culture. Researchers, who work mainly in the English as a Second/Foreign Language field, have been discussing this divide and have examined the advantages and disadvantages each group brings to the profession, but not the…

This paper will demonstrate how to enhance second language (L2) learners' linguistic and cultural competencies through the use of the Multiple Intelligences Film Teaching (MIFT) model. The paper will introduce two ideas to teachers of English as a Second/Foreign Language (ESL/EFL). First, the paper shows how L2 learners learn linguistic and…

. In this course, the teacher tried to combine the culture with the language by using tasks, games and lectures. As more and more tasks were introduced in culture and language teaching, the students’ motivation improved and they became more active and involved in the classroom. This chapter describes...

The importance of cross-cultural experiences in teacher education has become more pressing than ever. The composition of schools across Australia is increasingly more diverse, therefore it is pertinent to examine and develop pre-service teachers' worldview and culturally sensitive dispositions critical for teaching in predominantly multicultural…

Cultural background knowledge is the important foundation in reading quality training, English reading as a language skill as well as an important part of language input is one of the main links in English teaching, which occupies an important posi-tion. Teachers should help students develop the field of vision, to improve their reading ability through expanding the scope of western culture.

Discusses the use of German literature in courses teaching cross-cultural management. The article argues that literature depicting society and culture promotes effective business interaction. It also attempts to clarify the benefits of using literary texts to supplement theoretical texts on international business. (26 references) (Author/CK)

Teaching songs from a wide variety of cultures is commonplace in music classrooms around the United States. Students gain understanding of and insight into a wide range of cultures by singing their songs and listening to their music. The Afghan Children's Songbook Project is a project focused on preserving and returning traditional songs,…

Full Text Available A cultural studies approach to the teaching of the sociology of childhood is presented, including numerous suggested videos. The course begins with the question, "What is childhood?" and proceeds from there to show how childhood has changed over the years as cultural expectations have changed.

For generations teachers have tried to teach the approved "classics" of our culture. Today, with the mass media claiming so much of students' time and interest, this approach is more than ever doomed to failure. A better plan is to focus on popular culture: comic books, popular fiction (westerns, horror tales, and science fiction), movies, and…

An increasingly important curricular aim of teaching English as a foreign language (TEFL) is to develop learners' intercultural competence for communication with people from different cultures through English. English as a foreign language (EFL) teachers' perceptions and practices in relation to integrating culture with English learning have been…

In the literature of second language teaching and learning, culture and language have always been assumed to be interdependent. Their interdependence comes from the fact that language is not a code free from culture, but an embodiment of it. However, there is still a need, from the part of teachers, to realize the importance of integrating culture…

An increasingly important curricular aim of teaching English as a foreign language (TEFL) is to develop learners' intercultural competence for communication with people from different cultures through English. English as a foreign language (EFL) teachers' perceptions and practices in relation to integrating culture with English learning have been…

The purpose of this paper is to offer a successful pedagogy in the teaching of "Understanding Culture Differences for Business" using Internet sources. The use of the pedagogy has helped the author and several faculty (in the author's University located in the U.S.) to popularize the learning of the origins of national culture and how culture…

The paper reports on the use of culturally relevant teaching in a class located in a patriarchal community. The paper is conceptualised around the notion that learners' familiar context provided by the socio-cultural activities can facilitate mathematics learning and make it fun to learn. Data were derived from a lesson activity using…

The purpose of this article is to discuss "small-group apprenticeships (SGAs)" as a method to instruct cell culture techniques to high school participants. The study aimed to teach cell culture practices and to introduce advanced imaging techniques to solve various biomedical engineering problems. Participants designed and completed experiments…

This paper elaborates the importance and necessity of cultureteaching in russian teaching from the angle of language teaching and cultureteaching. And discusses the cultureteaching on the three following aspects:words culture,culture of lan-guage domains and culture of language structure.%该文从语言与文化，语言教学与文化教学角度阐述了俄语教学中文化教学的重要性和必要性，并从词语文化，语域文化及语构文化三个层面对文化教学的内容进行了探讨。

Full Text Available Abstract. Grygorieva OO, Berezovsjka MA, Dacenko OI. 2015. Cell response of Chlamydomonas actinochloris culture to repeated microwave irradiation. Nusantara Bioscience 7: 38-42. Two cultures of Chlamydomonas actinochloris Deason et Bold in the lag-phase were exposed to the microwave irradiation. One of them (culture 1 was not treated beforehand, whereas the other (culture 2 was irradiated by microwaves 2 years earlier. The measurement of cell quantity as well as measurement of change of intensities and spectra of cultures photoluminescence (PL in the range of chlorophyll a emission was regularly conducted during the cell cultures development. Cell concentration of culture 1 exposed to the microwave irradiation for the first time has quickly restored while cell concentration of culture 2 which was irradiated repeatedly has fallen significantly. The following increasing of cell concentration of culture 2 is negligible. Cell concentration reaches the steady-state level that is about a half of the cell concentration of control culture. Initially the PL efficiency of cells of both cultures decreases noticeable as a result of irradiation. Then there is the monotonic increase to the values which are significantly higher than the corresponding values in the control cultures. The ratio of the intensities at the maxima of the main emission bands of chlorophyll for control samples of both cultures remained approximately at the same level. At the same time effect of irradiation on the cell PL spectrum appears as a temporary reduction of this magnitude.

In this paper, we begin to explore the role of content knowledge in responsiveteaching (RT), using "in situ" data to draw out and speak to a latent disagreement within the literature. We claim that one role that content knowledge plays in RT is to support teachers in eliciting, seeing, and then pursuing disciplinary connections within…

In this paper, we begin to explore the role of content knowledge in responsiveteaching (RT), using "in situ" data to draw out and speak to a latent disagreement within the literature. We claim that one role that content knowledge plays in RT is to support teachers in eliciting, seeing, and then pursuing disciplinary connections within…

Responsive Parenting is a program designed to use parents in helping teach other parents to apply a behavior analysis approach in managing the behavior of their children. A description and evaluation of the adaptations for single-parents are discussed. Guidelines for program development and implementation are provided. (Author/RL)

This practical manual and accompanying DVD-ROM present a research-supported behavioral intervention for children with autism that teachers can easily integrate into their existing classroom curriculum. Classroom Pivotal ResponseTeaching (CPRT) enhances children's motivation and participation in learning; increases the number of learning…

This article provides an overview of how the teaching for personal and social responsibility (TPSR) model has evolved. Its birthplace--a gym--is described where things were tried out, ideas tested, and learning about what worked and what did not work took place. Secondly, the present-day applications of the TPSR are examined--its use by a variety…

This article provides an overview of how the teaching for personal and social responsibility (TPSR) model has evolved. Its birthplace--a gym--is described where things were tried out, ideas tested, and learning about what worked and what did not work took place. Secondly, the present-day applications of the TPSR are examined--its use by a variety…

With the rapid pace of globalization,English has become the global language or international language which is playing all increasingly important role in international communication. Inevitably involved in this process,China has experienced all up⁃ surge of English learning. The author drawing support from the theories in sociolinguistics and intercultural communication, And analysis the sets of teaching materials used in college English class, for example, The New Horizon College English. The unbal⁃ anced proportion of Chinese culture input to western culture input in textbooks is one of the main reasons why Chinese college stu⁃ dents are incompetent in expressing Chinese culture in English.

Full Text Available Business competition and pressure of European directives put Romanian company in a position to find answers to issues related to long-term survival and development. In this context we believe it is necessary to analyze some of the most important components that should be taken into consideration at the strategic level: national and organizational culture. The results indicate that corporate social responsibility is supported by learning and change-oriented organizational culture, but also by a favorable cultural and national economic framework. Based on these theoretical considerations we intent to emphasize the relationships between national culture / corporate culture and corporate social responsibility (CSR, elaborating an empirical argument by analyzing the results provided by Global 100, an annual project initiated by Corporate Knights Inc. (Davos. Starting with 2005, it has the largest database in the world and an appropriate evaluation methodology that provides a ranking of the top 100 most responsible companies in the world.

.... On the assumption that, in the light of accelerating climate change, individuals have both ethical and prudential responsibilities, the limited advances in mitigation and adaptation of international...

New technology and information systems have created windows through which we may view other societies and cultures in the globe.It is in this.sense that people at times say,"The world seems to be shrinking?".The communication between people of different cultures,the greatest barrier lies not only in the differences of languages,but also in those of cultures,which permeate all aspects of human life.Cultural mistakes are even more serious and irritating than linguistic ones.Therefore,the importance of the target cultureteaching has been drawing attention ever since.

As one of the most distinguished features of Chinese Culture, collective oriented cul-ture is the deep structure of Chinese cultural psychology which has shaped Chinese character and inlfuenced their behavior. As a result of it, Chinese students suffer this negative effect from collective orientated culture when acquiring English, especially in oral English acquisition. TEFL teachers should be aware of cultural psychology and try their best to minimize its negative effect instead of neglecting or even en-larging it during oral English teaching.

This paper aims to study the attitude of Saudi Arabian undergraduate English students towards the American and British culture by studying their attitude to materials with relevant cultural contents in their textbook...

In daily communication,language differences significantly reflect the nature of cultural difference.To improve students' ability of cross-cultural communication,teachers are not only supposed to make students master language itself,but also should help them to understand cultural differences between their mother language and English.

The need to address cultural and ethnic diversity issues in medical education as a means to improve the quality of care for all has been widely emphasised. Cultural competence has been suggested as an instrument with which to deal with diversity issues. However, the implementation of culturally comp

Myth of Sisyphus exemplifies the situation man finds himself in irrespective of his ethnic and geographical background. Art and cultural forms gave expression to this situation and the intensity of the expression depended upon the political and social dimensions. War or peace, man is always condemned to struggle with his problems, moral or otherwise. Post war English writers focused on the social problems the British society found itself in and its helplessness in dealing with them. It was th...

Performance-based assessment is unquestionably superior to the instrumental rationality of high-stakes standardized testing and the audit culture that testing regimes inspire. It is more likely to engender opportunities to witness the un-measureable: vision, imagination, and compassion. Performance assessments must be culturallyresponsive in…

Dance has an important place in multicultural education and the development of culturallyresponsive pedagogy. Through dance, children can explore and express their own and others' cultures and share their stories in ways other than the spoken and written word. This paper presents a case study concerning a professional development programme in…

Full Text Available The extracellular matrix (ECM of articular cartilage has several functions that are unique to joints. Although a technique for transplanting cultured chondrocytes has already been introduced, it is difficult to collect intact ECM when using enzymes to harvest samples. Temperature-responsiveculture dishes have already been clinically applied in the fields of myocardial and corneal transplantation. Earlier studies have shown that a sheet of cultured cells with intact ECM and adhesive factors can be harvested using such culture dishes, which allow the surface properties of the dish to be reversibly altered by changing the temperature. Human chondrocytes were subjected to enzymatic digestion and then were seeded in temperature-responsiveculture dishes. A sheet of chondrocytes was harvested by only reducing the temperature after the cultured cells reached confluency. A real-time PCR analysis of the chondrocyte sheets confirmed that type II collagen, aggrecan, and fibronectin were present. These results suggested that, although chondrocytes undergo dedifferentiation in a monolayer culture, multilayer chondrocyte sheets grown in a similar environment to that of three-dimensional culture may be able to maintain a normal phenotype. A histological examination suggested that multilayer chondrocyte sheets could thus prevent the loss of proteoglycans because the area covered by the sheets was well stained by safranin-O. The present experiments suggested that temperature-responsiveculture dishes are useful for obtaining cultured chondrocytes, which may then be clinically employed as a substitute for periosteal patches because such sheets can be applied without a scaffold.

importance of group membership, and shared responsibilities for learning and acquiring new identities that support teaching and learning, and value diversity. Students reproduced, and transformed cultural practices from other social fields, such as cogenerative dialogues and home, to support their learning. Participating in cogenerative dialogues has produced a higher quality of teacher-student discourse as evidenced in data sources.

Although the study of law within its larger culture is emerging, recognition of law as culture is still generally nascent within legal studies and preprofessional programs. In fact, the greater recognition of law’s social and political role may have impeded a consideration of law’s role...... as culturally specific. Yet, as law practice becomes more globalized, such awareness is an increasingly necessary element of any practitioner’s toolkit. This Article explores three examples of cross-cultural blunders to demonstrate the necessity of being sensitive to law in cultural context....

教师文化是民族文化的表征之一、学校文化的主体，影响着新课程改革的实效和进程。在梳理教师文化与民族文化和学校文化的关系基础上，剖析教师文化通过课堂教学对新课程理念的转变、新课程课堂教学规范的形成和有效课堂教学构建的负面影响；提出加强学校文化建设、促进教师个体文化重塑、注重教师培训、转变课堂行为方式和树立正确的师生观等课堂教学策略。%T he culture of teacher is considered to be one of the symbols of a nation's culture , and the principal part of school culture . It influences the effectiveness and processes of the new curriculum reformation . This thesis analyzes how teacher culture imposes negative influence on the transformation of new curriculum concept , the formation of new class teaching standards , and the construction of effective class teaching through teachers’teaching , which are based on careful exploration of the relationship between teacher culture , national culture , and school culture . Accordingly , some teaching strategies are put forward in this thesis , such as enhancing school culture , promoting individual teacher's culture remolding , paying attention to teacher training , transforming the teaching pattern , and establishing proper outlook on teachers and students .

Responsiveteaching, in which teachers adapt instruction based on close attention to the substance of students' ideas, is typically characterized along two dimensions: the level of detail at which teachers attend and respond to students' ideas, and the stance teachers take toward what they hear - evaluating for correctness vs. interpreting meaning. We propose that characterizations of progress in responsiveteaching should also consider the disciplinary centrality of the practices teachers notice and respond to within student thinking. To illustrate what this kind of progress can look like, we present a case study of a middle school science teacher who implemented the "same" lesson on the motion of freely falling objects in two subsequent years. We argue that his primary shift in responsiveness stemmed from a shift in which disciplinary practices he preferentially noticed and foregrounded. He moved from a focus on causal factors or variables to a more scientifically productive focus on causal stories or expla...

Analytical chemistry is key to the functioning of a modern society. From early days, ethics in measurements have been a concern and that remains today, especially as we have come to rely more on the application of analytical science in many aspects of our lives. The main aim of this Feature is to suggest ways of introducing the topic of social responsibility and its relation to analytical chemistry in undergraduate or graduate chemistry courses.

Full Text Available This paper tries to show the evidences that indicate how teaching Sociolinguistics can result in a number of valuable outcomes, including helping students understand and appreciate other cultures different from theirs. Sociolinguistics provides useful examples of language usage in different genres, including how culture influences people in using a language. The opportunities of learning other cultures through language will take the students to the higher level of appreciation of the culture of the target language. To determine how this outcome can be achieved in the language classrooms, this paper provides a review of closely connected literature about how to bridge the gap between cultures in particular. However, to increase its completeness and relevance, this paper also provides some research results that reveal how teaching Sociolinguistics has taken its new applicability and importance, and furthermore adds the effects on how students become more proficient and enthusiastic about their learning.

As a means of communication,English has been internationalized.Communication in English always happens among the seafarers from different cultures.If crews couldn’t deal with the cultural differences well,successful communication and shipboard safety,which are just what STCW (Standards on Training,Certificate and Watch -keeping) calls upon,are difficult to be arrived at. Therefore cross -cultural communicative competence training,or how to teach maritime spoken English is the problem or the challenge that we,English teachers,are facing.To show how the teaching can be made more efficient and practical so as to narrow the gap between the training of the seaman in China and the requirements of STCW,through the teaching process,including the syllabus design and the materials selecting,we must consider the notion of language function as the key point.

Full Text Available What happens when a teaching method is transferred from one cultural context to another? In this article we investigate this question by looking at how Computer Based Simulations (CBS were transposed from a French context to an Egyptian one. In this article we demonstrate, through the case of Egypt, how culture and the characteristics of the school system impact learning abilities. We describe what happens when Egyptian students are confronted with learning modes they have not encountered prior to University, in the context of an Egyptian-French dual-degree programme in business administration and business informatics. We show that the transfer of CBS as a teaching method revealed cultural differences between French and Egyptian students. As a consequence the teaching objectives of CBS were redefined in order to take the Egyptian context into account.

This paper explores the evolving nature of an understanding of culture through attendance on an Intensive Programme (IP) funded by ERASMUS-SOCRATES. The purpose of this paper is to report a journey of learning about culture through attendance on a ERASMUS-SOCRATES funded Intensive Programme (IP) for nurses in Hasselt, Belgium. This paper seeks to describe the process and experience of our involvement through an examination of the authors' participation as teachers and students. This was undertaken using serial taped group and individual interviews. The metaphor of the IP as a journey is described and used as the vehicle for data collection and analysis. The key findings were the development of key themes relating to: Personal Values and Culture, Engagement and Culture, Personality and Culture and Physicality and Culture. Discussion of these findings raises issues of language and language skill, communication and listening skills, stereotyping, personal awareness, cultural awareness, sensitivity and competence. It is proposed that direct engagement through programmes, such as the reported IP, with other nurses and nurse educationalists in Europe is an essential part of any modern nursing curriculum and aids the development of internationalisation. Without such direct engagement there is potential for a narrower, limited view of culture and a lack of sensitivity in understanding our own and other cultures.

Quality of service delivery remains the most important issue in hospitals since patients expect higher standard care and services. This quality service is rooted in the culture of the health care organization. Therefore,this study seeks to determine health workers' perception on the quality of service and corporate culture at University of Uyo Teaching hospital, Uyo, Nigeria. A cross-sectional descriptive study was carried out. Using structured questionnaire and convenient sampling technique, data were collected from 250 hospital workers.The responses on questions to elicit the hospital's quality of service and corporate culture were rated on a five-point Likert Scale as follows; Strongly Agree (SA), Agree (A), Neutral(N), Disagree (D) and Strongly Disagree (SD). Data entry and analysis were performed using Epi Info 3.2.2 (CDC, Atlanta, Georgia, USA). The minimum and maximum ages of the respondents were 21 years and 60 years respectively. The mean, median and mode ages in the respondents were 34.6 (± 7.88) years, 33 years, and 30 years respectively. Majority of the study respondents were in the age group of 31-40 years (30%), female (56.8%) and Doctors (36%). The respondents' positive perception on quality of service offered by the hospital was 69.2% (OR 5.05, 95% CI 3.39-7.52, P quality services as obtained in other hospitals. Majority of the workers in all the professions except Medical Doctors accepted that the hospital values the individual workers. Majority of the Pharmacists and Non-clinical staff accepted that the hospital management was flexible and understands the importance of balancing their work and personal life. Majority of the Doctors, Pharmacists and laboratory/image scientists did not accept that top management communicates changes in decisions that affect employees. The perception of health workers on the quality of service rendered by the University of Uyo Teaching Hospital was satisfactory. However, the hospital needs to improve on its

Cultural consensus theory (CCT) consists of cognitive models for aggregating responses of "informants" to test items about some domain of their shared cultural knowledge. This paper develops a CCT model for items requiring bounded numerical responses, e.g. probability estimates, confidence judgments, or similarity judgments. The model assumes that each item generates a latent random representation in each informant, with mean equal to the consensus answer and variance depending jointly on the informant and the location of the consensus answer. The manifest responses may reflect biases of the informants. Markov Chain Monte Carlo (MCMC) methods were used to estimate the model, and simulation studies validated the approach. The model was applied to an existing cross-cultural dataset involving native Japanese and English speakers judging the similarity of emotion terms. The results sharpened earlier studies that showed that both cultures appear to have very similar cognitive representations of emotion terms.

Full Text Available Cross Cultural Understanding (CCU is one of required courses in English Language Teaching which aims at connecting language and culture so that language learners can use foreign language appropriately, i.e. appropriate forms of language for appropriate context of situation. However, some obstacles usually occur during the course, for examples: students’ lack of understanding that lead to opinions stating that this is a boring and useless course, and large number of students within a class where lecturer must teach more than 40 students in one class. Considering the importance of CCU course as well as the needs to overcome the problems during this course, this paper proposes some particular teaching strategies to help students in apprehending CCU materials through students’ active participations. Active learning strategies are preferred by means of raising students’ participation and critical thinking so that the class would run more effectively. Other consideration in composing the strategies is to prepare English Education students to be future English language teachers by training their ability in teaching performance as well as connecting language and culture in English Language Teaching (ELT. Keywords: language, culture, strategies, media, ELT

This article discusses the origins of cross-cultural interest in two concepts fundamental to psychology students' views of the world: simple visual illusions and ethnocentrism. Although students encounter these ideas in introductory psychology, textbooks rarely describe the nature or origin of cross-cultural knowledge about them. The article presents a brief account of the history of these concepts and relates them to contemporary notions of psychology and culture. Using visual perception and ethnocentrism as examples, the article suggests the importance of teaching that different people see the world in different ways and the role of that lesson in a future demanding increased cross-cultural understanding.

Culture is an important part in foreign language learning because no language can leave its culture contexts. Therefore, if one wants to learn a foreign language well, the acculturation is very important. But in the Chinese EFL classroom, for kinds of reasons, teachers often pay more attention to the explanation of grammatical rules and ignored the culture input which makes many Chinese students lack of pragmatic competence and can not use English in a proper way. This article will analyze the cur-rent cultureteaching in our college English class and propose some suggestions.

China's recent education reforms are a result of selective policy borrowing from "the West". Although comparativists have highlighted the importance of cultural context in policy borrowing in China, what remains relatively under-explored is the epistemological basis for cultural views that mediate policy transfer. This article argues…

In this article, the author shares a content-based English as a Second/Foreign Language (ESL/EFL) workshop that strengthens language acquisition, increases intrinsic motivation, and bridges cultural divides. He uses a rock and roll workshop to introduce an organizational approach with a primary emphasis on cultural awareness content and a…

Arabic language learning comprises of certain elements, including syntactic ability, oral capability, dialect proficiency, and a change in state of mind towards different culture or society. For teachers and laymen alike, cultural competence, i.e., the knowledge of the customs, beliefs, and systems of another country, is indisputably an integral…

Although the topic of "organizational culture" is an integral part of syllabi across a wide range of core business classes such as Principles of Management, Organizational Behavior, and Human Resource Management, few experiential exercises exist that can enhance student understanding and learning of different layers of organizational culture. In…

Surveyed college students with a background of three semesters in Chinese who were enrolled in business Chinese to determine their knowledge and perceptions of Chinese business culture and expectations from the course. Results indicated that the students lacked cultural knowledge in business settings, suggesting the importance of addressing…

Because of different geographical environment, historical story, and psychic conditions, there exists distinct culture differences between china and western countries among varified nations. Therefore, we acknowledge that concrete understanding of the culture difference mkes the very basis of the acquisition of English language for students, and thus they are likely to have an enhancement in interpersonal ability.

Although the topic of "organizational culture" is an integral part of syllabi across a wide range of core business classes such as Principles of Management, Organizational Behavior, and Human Resource Management, few experiential exercises exist that can enhance student understanding and learning of different layers of organizational culture. In…

Basic patterns of culture and communication in India such as world view, reincarnation, concepts of Karma and Dharma, stages of life, the caste system, time orientation, collectivism, hierarchical orientation, language situation, and nonverbal communication norms are an integral part of Hinduism and Indian culture, and have a significant influence…

The communicative approach has been widely accepted andused in language teaching since the 1970s in western countriesand has proved to be quite effective.However,in Chineseclassrooms,it doesn’t seem as effective as it is in a westerncontext.This paper analyses the cultural barriers to theapplication of the communicative approach in Chineseclassrooms.Namely,the acceptance of relationships based onpower and authority;the collectivism orientation of Chinasociety and the concept of"face"are three cultural factors thathinder effective communicative language teaching in China.

Contemporary global events of the War on Terror, the War on ISIS, and the United States contentious relationship with Muslim societies make it crucial to teach about Islam and Muslims in school. However, negative representations of Islam and Muslims often impede this process. Overcoming these challenges is critical for the development of…

The study of wine offers possibilities for teaching a variety of topics in the high school or college French class: geography, history, grape varieties, food-wine combinations, the art of appreciating and distinguishing wines, the wine industry, and French daily life. The development of a slide-tape presentation is described in detail. Resource…

Indeed, for more than a century, most Western nations have made school compulsory in order to teach all children, and it was widely believed that compulsory schooling would eradicate illiteracy and guarantee progress. However, this approach was questioned by a historical study of elementary schooling. Egil Johansson explained in his study how all…

Worldwide, educators, researchers and policy-makers struggle to understand the changes needed for responding to the increased diversity in classrooms. Teachers applying different teaching strategies that can be used to differentiate in classrooms, intend to meet the variation in students’ abilities,

Contemporary global events of the War on Terror, the War on ISIS, and the United States contentious relationship with Muslim societies make it crucial to teach about Islam and Muslims in school. However, negative representations of Islam and Muslims often impede this process. Overcoming these challenges is critical for the development of…

Cultural differences in responses to a Likert scale were examined. Self-identified Chinese, Japanese, and Americans (N=136, 323, and 160, respectively) recruited at ethnic or general supermarkets in Southern California completed a 13-question Sense of Coherence scale with a choice of either four, five, or seven responses in either Chinese, Japanese, or English. The Japanese respondents more frequently reported difficulty with the scale, the Chinese more frequently skipped questions, and both these groups selected the midpoint more frequently on items that involved admitting to a positive emotion than did the Americans, who were more likely to indicate a positive emotion. Construct validity of the scale tended to be better for the Chinese and the Americans when there were four response choices and for the Japanese when there were seven. Although culture affected response patterns, the association of sense of coherence and health was positive in all three cultural groups. Copyright 2002 Wiley Periodicals, Inc.

The aim of this paper is to offer a critical discussion of the role of native and foreign accents in L2 pronunciation teaching. Several studies concluded that classroom practices of grammar instruction are strongly influenced by teachingcultures. We will examine whether this is also the case for pronunciation teaching. While the CEFR…

As academic medicine has become more focused on the economic pressures of the marketplace, some educators have expressed concern about whether appropriate attention is being given to the character development and moral education of medical students. The authors conclude that medical schools do indeed have a duty to teach their medical students to be socially responsible. They define a socially responsible individual as a person who takes part in activities that contribute to the happiness, health, and prosperity of a community and its members. They suggest that medical students should participate in carefully designed, socially responsible activities in order to (1) practice and have reinforced such qualities as reliability, trustworthiness, dependability, altruism, and compassion; (2) partially reimburse society for the cost of their medical education; (3) increase their exposure to a population-based approach to health care; and (4) help medical schools fulfill their social contract with the public. The authors outline the process for developing a curriculum to teach social responsibility to medical students and list some of the key questions faculty and administrators must address in the processes of development and implementation. They conclude that while faculty responsible for implementing a curriculum in social responsibility must be highly committed and prepared to address numerous difficult questions concerning the curriculum's philosophy, structure, and function, the potential benefits of such a curriculum are well worth the effort.

Full Text Available The interesting teaching and learning of Malay languages is a challenging effort and need a relevant plan to the students’ needs especially for the foreign students who already have the basic Indonesian Malay language variation that they have learned for four semesters in their own country, Germany. Therefore, the variety of teaching and learning strategies should be considered by the teachers to make teaching and learning become interesting, effective and not boring. Basic effectiveness of a language program was the factors of socio-culture, the style of teaching and learning, the students, and the characteristics of the program. This paper however focused on the socio-cultural factors (learning of cultures and the activities program that enable to generate excitement and effectiveness in the teaching and learning of Malay language as a foreign language. In the teaching and learning process found that the more we gave the activities to the students, the more the students acquired the meaning of the lessons. In this study, the selected respondents were the two groups of students from TWG, Konstanz, Germany who have followed the Malay Language and Culture Program in the Languages, Literacies and Translation Center, University of Sains Malaysia, Penang, in 2011. The first group was started in March to June, and the second group in September to November. The research was based on formal and informal observations and interviews. This paper also discussed about the outdoor activities program used as curriculum in the teaching and learning process that gives an interesting environment to foreign students

Full Text Available This paper is the result of a research related to the school culture studies. The school culture is an important theoretical key for the internal comprehension of the day-to-day of the school, by focusing on the interaction of the school´s actors. Our goal was to comprehend the functionalism of the abandonment of teaching in Physical Education (PE for the school culture. It was an ethnomethodological research and carried out in a school situated in Curitiba – PR, using field diary and biographical interview as instruments for data collection. We observed two classes of PE, one of the 4th and another of the 5th school year. We concluded that the abandonment of teaching in PE is functional to the school culture, being supported by other actors of the school day living.

Guided by cultural border crossing and teacher identity development theories, this case study explores the bumpy process of a junior Chinese faculty member's border crossing into the U.S. teachingculture and analyzes the challenges, coping strategies, and consequences of his border crossing on teaching and teacher identity development. The…

With the research of the relationship between inter-culture and language teaching development, people are well aware of the necessity of integrating inter-culture into language teaching. While providing the opportunity for the students to improve their intercultural communication competence, here, the research presented on the integration of…

With the ever increasing of intercultural communication, the breakdown and misunderstandings in intercultural are becoming an evident phenomenon. As research revels, those breakdowns and misunderstandings have a lot to do with cultural background knowledge of the country whose language is being learned. Therefore, this thesis uses some effective strategies to increase the students＇ cultural background knowledge in English teaching which is helpful to improve the efficiency of the intercultural communication.

Investigation results show that there is an urgent need to provide a course in Chinese culture in English for college stu-dents in China. Therefore, the present authors design an English course in Chinese culture for sophomore English majors in Chi-nese universities and colleges. The course is based on topic syllabus. The topic“Idioms”is taken as an example to specify how the lectures will be delivered, based on the theory of social constructivism.

The transfer of learning from the gym to other areas of participants' lives has always been a core component of the Teaching Personal and Social Responsibility Model. The degree to which transfer of learning is successfully facilitated in the reality of Teaching Personal and Social Responsibility Model-based teaching and coaching is, however,…

The transfer of learning from the gym to other areas of participants' lives has always been a core component of the Teaching Personal and Social Responsibility Model. The degree to which transfer of learning is successfully facilitated in the reality of Teaching Personal and Social Responsibility Model-based teaching and coaching is, however,…

language and culture are closely rdlatd,language is not only the most important human communication tools,is also a cultural carrier.All our words and deeds are,consciously or unconsciously,reflect a certain culture.Manycultural phenomena can be reflected in language.Chinese and English text is based on the basis of different languages.Chinese people should learn English well,can not be ignored in the Sino-British cultural differences.Article from the Sino-British inter-culrural differences,the sub-culrural background knowledge on the impact of language learning,the teaching in English to understand cultural differences between China and Britain to cultivate Cross-cultural communication and awarenem of the need for major route of transmission.

Classroom response systems can be powerful tools for teaching physics. Their efficacy depends strongly on the quality of the questions. Creating effective questions is difficult and differs from creating exam and homework problems. Each classroom response system question should have an explicit pedagogic purpose consisting of a content goal, a process goal, and a metacognitive goal. Questions can be designed to fulfill their purpose through four complementary mechanisms: directing students' attention, stimulating specific cognitive processes, communicating information to the instructor and students via classroom response system-tabulated answer counts, and facilitating the articulation and confrontation of ideas. We identify several tactics that are useful for designing potent questions and present four "makeovers" to show how these tactics can be used to convert traditional physics questions into more powerful questions for a classroom response system.

This study investigates the identity and interculturality development of English-language teaching assistants through their perceptions of their experiences living and working in France. The study is framed using Bourdieu's (1979, 2000) notions of habitus and cultural capital, and draws from Byram's (2000) "intercultural mediator" and…

This article examines variations in beliefs and practices between British English language teaching (ELT) specialists and their Chinese colleagues in a cross-cultural educational development project which used interviews and a questionnaire survey to gather the perceptions and retrospective experiences of Chinese tertiary teachers and expatriate…

School violence unfortunately impacts negatively on a culture of learning and teaching. In this project ... cation, children have become socialised to deal with their problems in aggressive and ... conflict between the different political parties, especially in black com- munities ... These incidents include murder, armed robbery ...

The interpersonal function in Halliday’s system-functional grammar can instruct and apply to many-sided language communication.The article is aimed at analyzing language function reflected in the conversations between international students in different cultural background and native speakers,and then getting reflections on classroom teaching language.

Archaeology is a highly interdisciplinary field. Its main goal is to construct culture histories, but it uses many scientific methods in the process. Ethical dilemmas inherent in archaeology make it a good vehicle for teaching ethics and character in the classroom (Moe 2000). The interdisciplinary nature of the field makes it possible to weave…

Calls for practitioners to "innovate" are common within higher education and universities, which go to some length to cultivate innovative learning and teachingcultures. The definition of innovation, however, is not clear cut and understandings of how innovations spread and innovative practices should be supported differ. This study aimed to…

This study aims to examine the teacher self-efficacy and cultural competence of university faculty in the context of offshore programmes, and the impact of these two constructs on teaching satisfaction, intention and preparedness. A questionnaire survey collected data from the faculty members of universities in Taiwan, a non-English-speaking…

This study addressed a need for comprehensive quantitative empirical studies to determine the effectiveness of using popular culture media as a teaching technique. A quasi-experimental design was implemented to examine whether a group of community college students taking a first-semester introduction to business course who were exposed to a…

Is learning about culture important when learning a foreign language? One would think that after its long history in the field of foreign language teaching this question had been answered with a resounding "yes". However, I saw little evidence of this in the classroom when I returned to the university to learn a foreign language or when…

This article examines the attempted reform of education within an emerging audit culture in Australia that has led to the implementation of a high-stakes testing regime known as NAPLAN. NAPLAN represents a machine of auditing, which creates and accounts for data that are used to measure, amongst other things, good teaching. In particular, we…

Maintains that educators can use Vietnamese history and culture to teach about human-environment interaction, adaptation, and modification. Describes Vietnamese water puppetry and recommends its use in U.S. classrooms. Includes five photographs, a description of water puppetry, and instructional suggestions. (CFR)

Societal changes in Uganda have created an adolescent period in which young people experience sexual needs but are not supposed to be sexually active yet. This paper explores how these societal changes affect teachers’ comfort to teach sexuality education. Cultural schema theory is used to explore

Content analysis of course syllabi can answer a variety of questions about the structure of courses and the campus culture of teaching and learning. The authors report a review of the full population of undergraduate syllabi at one institution during one academic term (n = 1153), including rubric design and training procedures for reviewers. The…

Archaeology is a highly interdisciplinary field. Its main goal is to construct culture histories, but it uses many scientific methods in the process. Ethical dilemmas inherent in archaeology make it a good vehicle for teaching ethics and character in the classroom (Moe 2000). The interdisciplinary nature of the field makes it possible to weave…

The paper deals with physics teaching/learning in high school. An investigation in three upper secondary school classes in Italy explored the reactions of students to a structuring lecture on optics within the discipline-culture (DC) framework that organises physics knowledge around four interrelated fundamental theories of light. The lecture…

This is an attempt to analyse the cultural differences between China and those countries whose people speak English as their mother tongue. The analysis is made here to caution that enough emphasis should be placed on this very difference in the teaching of the English language.

The place of culture in teaching English as an international language (EIL) is a complex issue, given the diversity of contexts in which English is currently being used globally. Building on a sociocultural perspective that language use is open to negotiation and is context-dependent, this paper argues that the design and content of…

This paper reports on a collaborative effort taken by a team of three teacher educators in using the Project Based Learning (PBL) approach in the teaching of Japanese culture with the aim to investigate the presence of actual "meaningful learning" among 15 students of a 12-Week Preparatory Japanese Language course under a teacher…

Teaching postcolonial literature to American college students involves taking them through a dialectical process of thinking about identification. In the first stage, students are encouraged to note similarities between their own lives and those of the work's characters. With the second step, students examine how the work's cultural and historical…

This ethnographic in nature study explores how two middle school science teachers who have classes populated by urban African Americans teach their students and how their students perceive their teaching. Since urban African American students continue to perform lower than desired on measures of science achievement, there is an urgent need to understand what pedagogical methodologies assist and hinder urban African American students in achieving higher levels of success in science. A pedagogical methodology that theorists posit assists subordinated school populations is culturallyresponsive pedagogy. Culturallyresponsive pedagogy is defined as a teaching methodology concerned with preparing students to question inequality, racism, and injustice. Teachers who use culturallyresponsive pedagogy respect the culture students bring to the class, and require that the teachers willingly do whatever is necessary to educate students (Nieto, 2000). The teacher participants were two female African Americans who were identified by their school supervisors as being highly effective with urban African American students. The researcher presented the teachers in separate case studies conducted over a data collection period of nine months. Data were collected by participant observation, interviews, and artifact collection. Data were analyzed by application of grounded theory techniques. Findings of the teachers' (and the students') beliefs about pedagogy that both assisted and hindered the students' performance in science were reported in a rich and nuanced storytelling manner based on multiple perspectives (teachers', students', and the researcher's). Pedagogical methodologies that the teachers used that assisted their students were the use of cultural metaphors and images in science and applications of motivational techniques that encouraged a nurturing relationship between the teacher and her students. Pedagogical methodologies that hindered students varied by teacher

Provides a foundation for understanding a range of linguistic, cultural, and technological factors to effectively practice international communication in a variety of professional communication arenas This book presents a range of perspectives, examples, and concepts for teaching international professional communication in different settings. Industry professionals and academic researchers alike have written entries for Teaching and Training for Global Engineering: Perspectives on Culture and Professional Communication Practices, which have been organized into four cohesive, context-based sections that examine central issues associated with offering effective instruction on communication in global settings. The first section presents approaches for teaching issues of language and visual design related to international communication. The second section reviews aspects of software use and ethical practices associated with communicating globally. The third ection discusses how educators can use information a...

An urban teaching facility with nearly 3,000 employees had communication problems associated with race, gender and other cultural differences. It also competed for health care dollars and faced possible reduction in federal funding. The medical center instituted mandatory training in cultural diversity and customer service-and integrated the training process with the hospital's overall quality improvement plan and marketing strategy. The integrated approach affected the bottom line-Hurley's patient base has increased, and the medical center operates in the black. Training in cultural diversity and customer service is an effective tool to improve employee communication and improve financial outlook.

Understanding and alleviating the influence of culture in a language-learning environment is not simply which a case of ensuring effective communication, it is also imperative to ensure that the students are actually able to learn the language according to their own culturally specific learning methods. Effective communication between student and teacher may not produce the desired results if the learner is unable to incorporate this new knowledge into their existing understanding of the world. This paper is mainly about the element of culture in the process of language teaching. In the meanwhile, the author will present the ideas and examples on its implications for the roles of English teachers.

Culturallyresponsive science teaching is using knowledge about the culture and life experiences of students to structure learning that is conducive to their needs. Understanding what teachers need to prepare them to be culturallyresponsive is a matter of continuous debate. As the focus of multicultural education ventures farther away from its roots, advocating the civil rights of historically oppressed groups, concerns about the gravity of racial inequity on schooling continues. How will this shift in focus influence teachers' capacity to accommodate students' needs resulting from racial inequities in this society, particularly African American students? What knowledge is essential to their effectiveness? This qualitative study examined the instructional practices of two effective middle school science teachers deemed culturallyresponsive by their administrator on the basis of classroom observations, students' responses and standardized assessment results. Both teachers' classrooms consisted primarily of African American students. Grounded theory was used to analyze the teachers' beliefs and practices in order to identify existing commonalties. Critical race theory was used to identify whether there was any influence of the students' racial identities on the teachers' beliefs and practices. The analysis reveals that the teachers' beliefs and practices were informed by their critical awareness of social constraints imposed upon their African American students' identities. These findings communicate the significance of sociocultural awareness to informing the teachers' instruction, as well as their strategies for managing the varying dynamics occurring in their classrooms. It can be deduced from the findings that an understanding of racial inequities is crucial to the development of sociocultural awareness, and is the foundation for the culturallyresponsive dispositions and practices of these middle school science teachers.

More ethical practices in business begin with ethical training in business schools. International business education classes can compare corporate codes and actual behavior; explore the role of cultural differences in values, principles, and standards; and analyze ethical dilemmas in a global environment. (SK)

Endorses the television series entitled "Culture Shock" that views controversial art as an artifact suggesting that the arts, and controversies surrounding them, can help viewers think critically about the issues of past and present societies. Focuses on "The Adventures of Huckleberry Finn," the painting "Olympia,"…

This article examines an established course on Popular Culture which is framed within the general educational model in an English-medium university. The article is organized into three parts: the underlining educational rationale for general educational courses, the course description, and the students' perspectives of their learning experience.…

Uses the cross-cultural concepts of context and time to examine the rhetoric of German university students in an English business writing course. Provides a fresh perspective for American teachers in increasingly multinational, multicultural classrooms. Suggests how Aristotle's concepts of ethos, logos, and pathos together with the case method and…

The product of two 1975 workshops held in Southeastern Alaska (Fairbanks and Sitka), this publication presents the following: (1) papers (written by the educators in attendance at the workshops) which address education methods and concepts relevant to the culture of Southeastern Alaska ("Tlingit Sea Lion Parable"; "Using Local…

The first workshop in this series of institutes exploring the legacies of slavery in Virginia sponsored by the Virginia Geographic Alliance took place in Richmond, Virginia, and explored Africanist aesthetic legacies in contemporary culture and performance. In this workshop, the authors were specifically interested in pursuing the intersecting…

Purpose: The present study aims to understand context and dynamics of cognitive learning of students as an outcome of the usage of popular movies as a learning tool in the management classroom and specifically in the context of a course on cross-cultural management issues. Design/methodology/approach: This is an exploratory study based on…

This article examines an established course on Popular Culture which is framed within the general educational model in an English-medium university. The article is organized into three parts: the underlining educational rationale for general educational courses, the course description, and the students' perspectives of their learning experience.…

Full Text Available This article is devoted to looking for productive educational technologies in learning a foreign language and culture with the use of ICT-based on the student-centered strategy that implements the method of projects.DOI: http://dx.doi.org/10.12731/2218-7405-2013-7-47

The history of music in Ghanaian school programmes can hardly be separated from the general history of education in Ghana. Since the time of colonial administration in Ghana, music (especially as manifested through singing) has formed part of the educational curriculum for different reasons, one being a tool for promoting the culture of the…

There are perhaps 10,000 technicians in the United States who work in the field known as cultural resource management (CRM). The typical field technician possesses a bachelor's degree in anthropology, geography, or a closely allied discipline. The author's experience has been that few CRM field technicians receive adequate undergraduate training…

Ten classroom activities introduce elementary and junior high school students to Asian culture by investigating the uses of bamboo. Students are directed to read about bamboo, investigate bamboo's roles (food, building material, clothing, tools), and construct artifacts such as a fishing pole and a flute. (Author/DB)

The first workshop in this series of institutes exploring the legacies of slavery in Virginia sponsored by the Virginia Geographic Alliance took place in Richmond, Virginia, and explored Africanist aesthetic legacies in contemporary culture and performance. In this workshop, the authors were specifically interested in pursuing the intersecting…

In this article, the author discusses a course she taught entitled, "Grrl Power and Beyond: Third Wave Feminism and Contemporary Popular Culture," in the interdisciplinary American Studies Program at her college. Here, she lays out her goals in designing the course, and the ways that her students, her circumstances, and her classroom…

Focuses on the challenges and opportunities for international public relations practice. Looks at current United States-Arab relations issues in international crisis communication. Discusses those issues, especially the role of culture and media. Proposes strategies including a case study that teachers can use to help students become effective…

This dissertation is an exploratory study of teacher risk taking. The risk-taking literature in education and other types of organizations is lacking in studies exploring the concept of healthy risk taking and how that risk taking is related to other concepts such as organizational culture, innovation, and efficacy. The purpose of this study was…

The British film "Bend It Like Beckham" (2002) is pedagogically useful in the cultural geography classroom for engaging students with core concepts, such as ethnicity, migration, acculturation, and assimilation, and with more advanced modes of analysis, such as the social construction of identity. Although the film depicts a particular…

Full Text Available The main topic of this paper is concerned with the incorporation of culture into foreign language learning (EFL classes within the context of “Colombia Bilingüe”. More specifically, some consideration will be given to what culture is, how it can be taught and what Colombian authors have maintained in terms of its practicality and implementation. It will be suggested that teachingculture is not tantamount to promoting an English sociocultural domination or adapting ethnocentric practices, but mainly approaching and reflecting on one’s and others’ beliefs, attitudes, and behaviors, which are intertwined with language itself. Furthermore, an attempt will be made to point out both the difficulties and complexities that Colombian EFL teachers need to be able to cope with when working with culture in their classes. The main premise of the paper is that effective teaching of culture can be achieved if the Colombian EFL community strives to construct a coherent discourse that allows developing teaching models and learning experiences within the theoretical framework of the postmethod condition, world Englishes, and critical multiculturalism.

Full Text Available This paper is primarily concerned with alternative teaching methodologies. Creative teaching methodologies place the student at the center of the learning process. This paper is a case study of 'Orion - promotion of the Vučedol culture' project as a self-sustainable cultural product. The primary goal of the project is the promotion of heritage through cultural tourism. The 'Orion' project was launched in cooperation with third year undergraduate students at the Department of Tourism of VERN University of Applied Sciences from Zagreb, as part of the Event Management and Marketing course (March to June 2014. Inspired by the Vučedol archaeological site, historical data and lectures on the Vučedol culture and the oldest Indo-European calendar called 'Orion' the students have developed a plan for a two-day festival that would take place in Vinkovci, Croatia and world include a scientific conference, cultural and artistic program, presentation of local cuisine, creative workshops, and promotion of local crafts. This paper reinforces the need for imaginative thinking in education for tourism. The variety of ways in which creative teaching practices can be used is infinite and this case study presents only a small contribution.

Science maintains low status in many elementary classrooms. Beginning teachers find it difficult to teach science effectively. The Teacher-Centered Systemic Reform Model suggests there are personal, structural, and cultural factors that impact teaching practices. The questions that drove this study were: (a) How do beginning teachers perceive structural and cultural factors of the TCSR model as affecting their science teaching practices? (b) How do those perceptions compare between beginning teachers who teach science and those who do not? (c) How do beginning teachers' perceptions compare to those of principals and veteran teachers? The model was used to collect and analyze data on the perceptions of factors that influenced beginning teachers' science teaching practices. A case study involved six beginning teachers from three elementary schools in the southwestern United States during the 2005--2006 school year. Through an initial survey, two groups of beginning teachers were first identified as (a) those who taught and liked science, and (b) those who did not teach or like science. Three teachers from each group were selected to participate in the study that consisted of semi-structured interviews, observations, and review of artifacts. These data were compared with interview data from three veteran teachers and three principals. The findings of this study supported the TCSR model and confirmed that the beginning teachers did perceive certain structural context factors (e.g., curriculum, materials, time, professional development, district requirements, classroom management), and cultural context factors (e.g., district-wide low priority of science) as having an impact on their science teaching. The veteran teachers' perceptions more closely matched those of the beginning teachers' than did those of the principals. Despite the contextual influences, the beginning teachers' perceptions ultimately differed in teacher thinking (i.e., those who taught science had

The authors describe the Tulane Model for teachingcultural competence to psychiatry residents in order to outline an innovative approach to curricula development in academic psychiatry. The authors focus on the didactic experience that takes place during the first and second postgraduate years and present seven core concepts that should inform the emerging clinician's thinking in the formulation of every clinical case. The authors discuss the correspondence between each core concept and the Outline for Cultural Formulation, introduced in Diagnostic and Statistical Manual of Mental Disorders (DSM)-IV and updated in DSM-5. The authors illustrate how each of the core concepts is utilized as a guideline for teaching residents a process for eliciting culturally relevant information from their patients and their personal histories and how to apply that knowledge in the assessment and treatment of patients in clinical settings.

In the autumn term of 2011, the Confucius Institute for Learning and Innovation (CI) at Aalborg University (AAU) offered a Chinese course as part of an international program at Gug School. The course introduced Chinese culture and information about modern China as well as limited Chinese language....... In this course, the teacher tried to combine the culture with the language by using tasks, games and lectures. As more and more tasks were introduced in culture and language teaching, the students’ motivation improved and they became more active and involved in the classroom. This chapter describes...... the background, content and methods of the teaching in detail, and also discusses the exploration and application of using tasks as a method in this course....

The aim of this innovation project is toconduct a pilot by employing cooperative learning strategies, peer assessment and self-assessment in the process of teachingcultural background in College English Integrated Course to change teachers ’role as a dominator as that to explore a feasible yet effective way which will help students to learn the cultural background and ob-tained some cognitive progress in performance and achievements. According to the findings obtained from the survey, we can see that by employing of the cooperative learning strategy, students’enthusiasm, participation and learning effectiveness have been greatly enhanced. What’s more, the application of cooperative learning strategy in teachingcultural background not only motivat-ed students, enhanced students’critical thinking but also reduced teachers’heavy workload. It is a win-win situation both for teacher and the students.

Iterative cycles of enactment embedded in culturally and linguistically diverse contexts provide rich opportunities for preservice teachers (PSTs) to enact core practices of science. This study is situated in the larger Families Involved in Sociocultural Teaching and Science, Technology, Engineering and Mathematics (FIESTAS) project, which weaves together cycles of enactment, core practices in science education and culturally relevant pedagogies. The theoretical foundation draws upon situated learning theory and communities of practice. Using video analysis by PSTs and course artifacts, the authors studied how the iterative process of these cycles guided PSTs development as teachers of elementary science. Findings demonstrate how PSTs were drawing on resources to inform practice, purposefully noticing their practice, renegotiating their roles in teaching, and reconsidering "professional blindness" through cultural practice.

Three studies examined cultural variations in the motivational consequences of being misunderstood by others. Study 1 found that European American students who felt misunderstood by others performed progressively better academically, whereas Asian and Asian American students who felt misunderstood by others performed progressively worse. In Studies 2 and 3, felt misunderstanding was experimentally manipulated, and motivational responses were measured with a handgrip task (Study 2) and prefrontal electroencephalography (EEG) asymmetry (Study 3). Across the two studies, Asians and Asian Americans showed more withdrawal-related responses but European Americans showed either no difference (Study 2) or more motivated responses (Study 3) after being misunderstood versus being understood. Together, these studies demonstrate systematic cultural variations in motivational responses to felt misunderstanding.

The role of engineering in promoting global well-being has become accentuated, turning the engineering curriculum into a means of dividing well-being equally. The gradual fortifying calls for humanitarian engineering have resulted in the incorporation of social responsibility themes in the university curriculum. Cooperation, communication, teamwork, intercultural cooperation, sustainability, social and global responsibility represent the socio-cultural dimensions that are becoming increasingly important as globalisation intensifies the demands for socially and globally adept engineering communities. This article describes an experiment, the Development Cooperation Project, which was conducted at Aalto University in Finland to integrate social responsibility themes into higher engineering education.

Based on first-order and second-order agenda building theory, this study analyzes the responsiveness of German financial media to frames of the "cultural change" proclaimed in the banking industry, exemplified by Deutsche Bank. Findings suggest a difference between the two major German financial med

Today's increasingly multicultural student population requires that school-community partnerships operate from culturallyresponsive frameworks. Incorporating significant resources from multicultural communities is an essential component within school-community partnership. Although such a partnership is an essential strategy, it has not been…

This article presents the authors' response to commentaries that focus on the "Behavioral Constructs and Culture in Cancer Screening" (3Cs) study. The 3Cs study had an unremarkable beginning, with two colleagues discussing their frustration over the narrow range of behavioral theories and the limited guidance the theories offered for a study…

The authors of this article each bring a different theoretical background to their evaluation practice. The first author has a background of attention to culturallyresponsive evaluation (CRE), while the second author has a background of attention to systems theories and their application to evaluation. Both have had their own evolution of…

This study sought to assess how and why some higher education institutions have responded to aspects of globalisation and, in particular how organisational culture influences universities' responses to globalisation. Using a predominantly qualitative, mixed-methods approach, empirical research was used to explore the impact of globalisation at…

This article presents evidence-based guidelines to inform culturallyresponsive online learning design in higher education. Intercultural understanding is now a recognised core learning outcome in a large majority of Canadian public universities; however, supporting design methodology is underdeveloped, especially in online contexts. Our search…